In June, 10 students traveled through Northern Iceland to learn about sustainability in the Arctic. In partnership with the Institute of Arctic Studies, the Dartmouth Sustainability Office ran this pilot program to expose students to the real ways complex sustainability challenges are being addressed in northern climates. As Dartmouth undergoes a massive energy transition, it was an amazing time to visit Iceland to see how they have used their unique set of natural resources, cultural heritage, and position as an Arctic Nation to innovate around sustainability in big and small ways to become a global leader in sustainability. Here, our students reflect on some of the impactful learning experiences they had in Iceland.
Students learn about geothermal electricity and hot water production and distribution at ON Geothermal Energy Plant outside of Reykjavik.
"From Iceland’s waste collection system to its hydropower facilities, the country’s emphasis on sustainability can be seen everywhere, on all scales. Exploring Iceland’s geothermal power plant site contributed greatly to my understanding of how collaboration lies at the center of the country’s sustainability. The geothermal power plant site hosted carbon fixation and carbon capture facilities, contributing to carbon-neutral (and potentially, carbon-negative!) operations. While the plant powered the heavily populated Reykjavik area without reliance on fossil fuels, the carbon capture and storage facilities helped remove carbon from the planet’s short-term carbon cycle and place it back in the long-term cycle. Reducing the world’s carbon emissions is a daunting problem, and while there’s no perfect solution, Iceland has shown me that the only way forward is by working with others to attack the problem from all sides. Whether it’s a power plant or Dartmouth College working to offset its carbon emissions, sustainable, meaningful change begins with collaboration."
Arshi Mahajan '27
Students set out on a whale-watching expedition in Skálfandi Bay near Húsavík, Iceland.
"Our team’s trip to Iceland was, for me, a process of grappling with complex truths. Even the ship pictured above, a converted whaling vessel now used for educational whale watches, has its impact. And though Husavik – the community from which we set sail – left behind its past of whaling, its new focus on whale watching and tourism produce both noise pollution and plastic pollution, major threats to whales and other sea life. So it’s tempting to feel that, no matter what sustainable change we pursue, there will always be negative consequences. But if we become paralyzed by the imperfection of our efforts, we may end up making no change at all. This photo, then, represents the moment I realized that anyone working towards a better, more sustainable future must be able to carry with them a special set of principles: a recognition of just how complicated and difficult the problems are that we have to solve, an unrelenting drive to solve them anyway, and a hope that, though our solutions are imperfect, they pave the way towards something better."
Jacob Garland '25
"While exploring Iceland's energy systems, our visit to Hverir—a striking geothermal field framed by snow-capped mountains—was crucial. The scene of hot steam rising against the snow rejuvenated my optimism about working toward climate solutions. It highlighted the remarkable natural resources we can harness, showcasing the naturally occurring geothermal energy persisting amidst the cold. This mirrors Iceland's transformation from a harsh living environment to a top tourist destination, fueled by its unique geothermal capabilities. Additionally, observing the diversity of tourists drawn to this unique landscape underscored how Iceland, an otherwise isolated Arctic region, has thrived with globalization. The influx of international tourists, the reliance on global workforces, and the exportation of natural resources illustrate the interconnectedness that globalization fostered for Iceland. However, this development also involves significant Scope 3 emissions that are often overlooked, which arise from activities not directly controlled by Iceland but are related to its economic activities. To me, this complexity clearly emphasizes the global impact of our actions and reinforces the extent of our shared responsibility to find sustainable paths forward."
Beam Lertbunnaphongs '25
Students check out a natural geothermal vent on a hike through the Námafjall Geothermal Area in one of Iceland’s most geothermally active regions.
"On our trip, we had the opportunity to explore some of the many geothermal areas that are scattered throughout Iceland. The country is situated on a hotspot on the Mid-Atlantic Ridge, so volcanic and geothermal activity is abundant. Icelanders have taken advantage of this as a natural source of heating, as well as for electricity production, hot spring bathing, and tourist attractions. Iceland’s use of geothermal energy and heat decreases their reliance on fossil fuels, and contributes to a more responsible and sustainable energy system that is also more economically efficient. A huge part of sustainability efforts is recognizing the natural assets of the place that you are in so that you can adapt your systems to best suit your needs. Iceland is a prime example of using the available resources as effectively as possible to foster a more positive relationship between human consumption and the environment."
Xander Dalke ‘27
Students participate in a beach clean up and wildlife survey with marine conservation nonprofit, Ocean Missions, in Húsavík, Iceland.
"During our beach clean up in Húsavík with Ocean Missions, we spent hours on this beach that seemed perfectly pristine and clean, but had more than 3 large trash bags worth of plastic waste washing up into the sand and volcanic rocks. The massive tires were wedged far into the sand and took lots of digging to recover. The work that Ocean Missions regularly does is exhausting and never ending, but absolutely vital. The cleanup demonstrated the hidden extent of these long lasting environmental issues, showing that scenic places can harbor significant pollution. This experience also reinforces the importance of continuous vigilance and community involvement in maintaining natural landscapes and fostering a culture of environmental stewardship that can drive systemic change. Increasing awareness among tourists about local work and organizations like Ocean Missions can also promote sustainable responsible travel practices, further aiding in the preservation of such beautiful destinations and wildlife."
Abby Kambhampaty '25
A beach in Húsavík, Iceland, where students conducted a beach clean up and wildlife survey after an unseasonably cold and rough storm passed through the region.
"Spot the trash! This beach may look pretty clean, but a careful eye can spot pieces of trash lodged in the volcanic rocks. In our afternoon spent cleaning up a beach in Husavik with Ocean Missions, we experienced first-hand how persistent plastic waste can be. Even in the famously pristine and picturesque Iceland, we collected four large bags of trash and rolled away three large tires from the stretch of beach in just a couple of hours. However, community-led action, including through organizations like Ocean Missions, can have a ripple effect of spreading hope and positive change. By engaging everyone from community members to tourists to schoolchildren, groups like these can increase awareness and motivation to take small-scale sustainability steps like picking up trash on a local beach, but also inspire movement toward larger-scale environmental goals."
Zoe Johnson '26
A view of the Eyjafjörður from the Akureyri community pool, geothermally heated year-round, of course!
"This is a photo of the Akureyri community pool. On our immersion trip, we learned that community pools are a very important part of Icelandic culture, and you can find them in almost every single Icelandic town regardless of its size. Community members frequent the pool after work and school to relax and socialize. These pools are typically heated geothermally, but in areas with no geothermal water sources, hydroelectric power is used. It was really inspiring to see how sustainable energy forms such as geothermal heating and hydroelectric power are used to directly serve Icelandic communities and foster a sense of community. On our visit to the community pool, we swam, went in multiple hot tubs, and even got to go down two awesome waterslides! Throughout our trip, I was struck by Iceland’s strong emphasis on community. Because of its size, Iceland has been — at least compared to the United States — incredibly successful at motivating the population to adopt sustainable energy and work to make their individual habits more sustainable. For me, this trip really highlighted the importance of community-led sustainability efforts, and how we can use scale to our advantage when tackling sustainability problems."
Tess Bruett '27
Students learn about community sustainability initiatives in Akureyri, Iceland with local comanpy, Vistorka.
"Our first visit of the trip was also one of my favorites! We started our time in Akureyri by visiting with Vistorka and the National Energy Authority, gaining insight into the energy transition in Iceland and the government’s role in it. The local and national governments are employing innovative solutions to help make their communities more sustainable, with a focus on transportation and waste management. This visit really showed me the stark differences between the USA and Iceland and set a bar for what communities of that scale can accomplish. It really set the rest of the trip up for success!"
Manu Gupta '27
Whale-watching boats in the Húsavík harbor waiting to go out on expeditions with tourists.
"Our first visit of the trip was also one of my favorites! We started our time in Akureyri by visiting with Vistorka and the National Energy Authority, gaining insight into the energy transition in Iceland and the government’s role in it. The local and national governments are employing innovative solutions to help make their communities more sustainable, with a focus on transportation and waste management. This visit really showed me the stark differences between the USA and Iceland and set a bar for what communities of that scale can accomplish. It really set the rest of the trip up for success!"
Hamza Najam '26
Students walk to the University of Akureyri to learn about Arctic Policy.
"When we arrived at the University of Akureyri, we were excited to meet with Tom Barry, an Arctic Scholar/Researcher and the Dean of School at Háskólinn á Akureyri. Through our discussions with him, we learned more about the Arctic Council and the macro scale of Arctic policy and cooperation. During our Immersion Trip, we found that discussions with key stakeholders in the Arctic and Sustainability field often reveal interesting findings while sparking new questions. After our meeting at the University of Akureyri with Tom Barry, we had the pleasure of sharing dinner with him where we continued to ask questions and uncover new perspectives about the Arctic."
Erika Wu '27
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