Environmental Education in Iceland

Introduction

A 2020 study funded by the National Science Foundation found that high quality climate change education can significantly reduce students’ carbon emissions throughout their lifetimes—but only if they have personal connections to the issues and the knowledge and skills to create viable solutions.[1] Effective implementation of climate change education over a 30-year period could reduce emissions by 18.8 GT of CO2-eq, an amount that would rank in the top quarter of the solutions in Project Drawdown.[2]

This research investigates how climate change and sustainability curricula are taught in Icelandic schools, their impact on students, and the support systems available to help teachers implement these curricula and sustainable practices. Iceland provides an ideal context for this study, as sustainability is one of six fundamental pillars in the national curriculum across grades 1-10. All Icelandic teachers are also required to complete a course in sustainability education, which became a formal specialization at the University of Iceland School of Education in 2022.

In October 2024, the Icelandic national curriculum was revised, with implementation scheduled for the 2025–2026 school year.[3] This research is therefore timely, offering a snapshot of current educational practices just before the new curriculum takes effect. The findings provide a valuable baseline for understanding how sustainability education is currently delivered and how future changes may be evaluated.

In contrast, data from a 2020 survey of New York City Department of Education Sustainability Coordinators (all K–12 teachers) reveal significant gaps in climate change education. Of the 1,258 respondents, 21% reported teaching only one to two lessons on climate change per year, 22% mentioned the topic without structured instruction, and 26% did not teach it at all. Many cited a lack of instructional materials and subject knowledge as barriers to effective teaching.[4]

This project aims to address these challenges by developing project-based curriculum and professional development resources on climate change and sustainability for middle and high school educators.

Research Questions

How are climate change & sustainability curricula implemented in Icelandic schools?
How are Icelandic teachers supported to implement the curricula & sustainable practices?
What impact do these curricula have on Icelandic students' connection to nature and pro-environmental behaviors?

Research Methods

Seven schools in Reykjavík, two schools in Njarðvík, and four schools in Akureyri participated in the study. Teachers were contacted via email requesting permission to conduct interviews and classroom observations. Teachers who responded positively were interviewed about their perspectives on when and how to teach climate change, local environmental concerns, and strategies for integrating hope and solutions into the curriculum.

Classroom observations followed—either the same day or scheduled around upcoming lessons or projects on climate change or sustainability. In Reykjavík, most observations were conducted over multiple days; in Akureyri and Njarðvík, each school was visited for one day due to time constraints. I primarily observed 9th and 10th grade classes, with a few observations in grades 5 and 7. During visits, I took notes on lesson structure and content, photographed classroom materials, and conducted brief student interviews, recording responses in a field notebook.

At four Reykjavík schools, one in Njarðvík , and three in Akureyri, participating teachers also distributed a questionnaire to students in grades 8–10. The survey measured students’ connection to nature and their sustainability attitudes and behaviors.

Interview responses were coded to identify teachers’ beliefs about climate change education and strategies for fostering sustainable behaviors. Student interviews were analyzed to gauge understanding of climate issues and possible solutions. Survey results were used to generate a “nature connection” score and a “sustainability attitudes and behaviors” score, which were compared across schools and grade levels. Correlations between the two scores were also examined.

Results from School Visits & Classroom Observations

How are climate change & sustainability curricula implemented in Icelandic schools?

Results from Structured Interviews with Teachers

How are teachers supported to implement the curricula & sustainable practices?

Results from Student Questionnaires & Structured Interviews with Students

What impact do these curricula have on Icelandic students' connection to nature and pro-environmental behaviors?

Download Student Questionnaire (English)

Download Student Questionnaire (Icelandic)

Curriculum Development & Next Steps

Several key insights from my observations have informed the development of my climate change and sustainability curriculum. A central theme is the value of Education for Sustainable Development (ESD), which builds on traditional environmental education by integrating social and economic dimensions. ESD enhances students' global awareness and equips them with the values, skills, and motivation to address sustainability challenges, including climate change.[8]

I have also incorporated UNESCO’s sustainability competencies, which are essential for achieving the Sustainable Development Goals (SDGs).[9] For example, lessons on systems thinking and future thinking help students understand the interconnectedness of environmental, social, and economic systems and encourage them to envision sustainable futures. The curriculum culminates in a place-based final project designed to deepen students’ connection to their local environment and community. Through fieldwork and critical reflection, students explore the history, culture, and ecology of their communities and imagine pathways toward a more sustainable future.

I plan to implement this curriculum in my own classroom and assess its impact on students’ sustainability attitudes and behaviors. To evaluate its effectiveness, I will administer pre- and post-implementation student questionnaires and conduct structured interviews with a sample of randomly selected students.

Initial dissemination of the curriculum began during the final month of my Fulbright grant, through a professional development workshop with Icelandic science teachers and university faculty. In the coming months, I will expand outreach to educators in both the United States and Iceland through additional in-person and virtual professional development workshops, including sessions within my home school district.

Back to Home

Page updated

Report abuse