20
BLUE MINING IN ACTION:
INTEGRATION INTO MINING
EDUCATION
When implementing this in teaching, the aim is not only
to equip young engineers with technical knowledge in rela-
tion to Blue Mining, but also to give them a mindset that
enables them to develop and implement innovative solu-
tions in the mining industry. This will enable them to make
a sustainable and long-term impact on the mining industry.
By exposing students to the principles and approaches of
Blue Mining during their education, the concept has the
potential to establish itself as a sustainable mindset that
they will carry forward into their careers.
Necessary Building Blocks for Successful
Implementation
Several prerequisites are necessary to successfully imple-
ment the idea of Blue Mining in teaching:
• Competence-oriented approach: the focus on con-
cepts and their interactions is crucial. Students
should not only develop technologies, but also under-
stand the principles behind their development. An
example is the three-step approach of Blue Mining,
which allows students to immerse themselves in dif-
ferent levels of complexity and gain a comprehensive
understanding of the challenges and opportunities in
mining.
• Consider interdisciplinarity: Mining should be inte-
grated into a broader engineering and science edu-
cation. Prospective miners need to learn the impor-
tance of effective communication in order to work
professionally with different stakeholders. This not
only supports teamwork, but also fosters the ability
to understand and integrate different perspectives.
• Strengthen the role of mining in the circular econ-
omy: The specifics of mining need to be integrated
into the principles of the circular economy. The aim
is for students to see the circular economy as the
norm and to question the linear economy. A correct
understanding of the circular economy opens up the
possibility for future engineers to develop more sus-
tainable and resource-efficient practices in mining.
• Mindset: It is important that students understand
that a mine is more than just a primary producer of
raw materials. The notion of a multi-use mine that
bundles multiple resources and functions should be
considered the norm. This requires a rethinking of
the perception of the role of mines in society and
their economic and environmental responsibility.
• Special role of energy and water: The specific chal-
lenges and opportunities related to energy and water
need to be emphasized. The objective of a low-energy
mine and concrete approaches to decarbonization
and increasing energy efficiency should be integrated
into the curriculum. Water should be considered not
only as a resource, but as a second essential resource.
• Life cycle approach: The life cycle of resources must
be addressed in all courses in order to make students
aware of the special features of the various phases.
This promotes a comprehensive understanding and
a sustainable perspective on the long-term effects of
mining activities.
At Clausthal University of Technology, the concept of
Blue Mining is comprehensively integrated into the cur-
riculum by establishing the circular economy as a central
theme in research, teaching and technology transfer. This
commitment is reflected in a coherent educational struc-
ture that focuses on promoting interdisciplinary thinking
and a sustainable perspective.
A skills-oriented and technology-open approach is
adopted early on in the Bachelor’s degree program 69 This
means that students have the opportunity to explore inno-
vative technologies and their application in the context of
mining right from the start. They are encouraged to gain
in-depth knowledge of the relevant concepts and to think
critically about the interactions between technology, the
environment and society. This formative foundation pre-
pares them to combine both technical expertise and an
awareness of sustainable practices as future engineers. This
approach is further deepened in the Master’s programs. For
example, the course on mine planning establishes responsi-
ble planning as a basis and repeatedly looks at the phases of
mining activities from different perspectives. Blue Mining
strategies are also integrated into this. Students receive tai-
lored content that enables them to analyze mining prac-
tices not only from a technical perspective, but also in the
context of environmental and economic requirements.
Immersive topics are considered in the course on “IoT and
Digitalization in the Circular Economy” to provide future
engineers with the tools they need to tackle the challenges
of the modern mining industry.70
TU Clausthal offers a range of specialization subjects
in the Master Mining Engineering, which aim to pro-
vide students with comprehensive and specialized skills
in the field of sustainable mining. One of the subjects is
Sustainable Mining Practice, in which students learn in
depth about the principles of the circular economy and
explore their application in mining. This not only exam-
ines how resources can be used more effectively and waste
BLUE MINING IN ACTION:
INTEGRATION INTO MINING
EDUCATION
When implementing this in teaching, the aim is not only
to equip young engineers with technical knowledge in rela-
tion to Blue Mining, but also to give them a mindset that
enables them to develop and implement innovative solu-
tions in the mining industry. This will enable them to make
a sustainable and long-term impact on the mining industry.
By exposing students to the principles and approaches of
Blue Mining during their education, the concept has the
potential to establish itself as a sustainable mindset that
they will carry forward into their careers.
Necessary Building Blocks for Successful
Implementation
Several prerequisites are necessary to successfully imple-
ment the idea of Blue Mining in teaching:
• Competence-oriented approach: the focus on con-
cepts and their interactions is crucial. Students
should not only develop technologies, but also under-
stand the principles behind their development. An
example is the three-step approach of Blue Mining,
which allows students to immerse themselves in dif-
ferent levels of complexity and gain a comprehensive
understanding of the challenges and opportunities in
mining.
• Consider interdisciplinarity: Mining should be inte-
grated into a broader engineering and science edu-
cation. Prospective miners need to learn the impor-
tance of effective communication in order to work
professionally with different stakeholders. This not
only supports teamwork, but also fosters the ability
to understand and integrate different perspectives.
• Strengthen the role of mining in the circular econ-
omy: The specifics of mining need to be integrated
into the principles of the circular economy. The aim
is for students to see the circular economy as the
norm and to question the linear economy. A correct
understanding of the circular economy opens up the
possibility for future engineers to develop more sus-
tainable and resource-efficient practices in mining.
• Mindset: It is important that students understand
that a mine is more than just a primary producer of
raw materials. The notion of a multi-use mine that
bundles multiple resources and functions should be
considered the norm. This requires a rethinking of
the perception of the role of mines in society and
their economic and environmental responsibility.
• Special role of energy and water: The specific chal-
lenges and opportunities related to energy and water
need to be emphasized. The objective of a low-energy
mine and concrete approaches to decarbonization
and increasing energy efficiency should be integrated
into the curriculum. Water should be considered not
only as a resource, but as a second essential resource.
• Life cycle approach: The life cycle of resources must
be addressed in all courses in order to make students
aware of the special features of the various phases.
This promotes a comprehensive understanding and
a sustainable perspective on the long-term effects of
mining activities.
At Clausthal University of Technology, the concept of
Blue Mining is comprehensively integrated into the cur-
riculum by establishing the circular economy as a central
theme in research, teaching and technology transfer. This
commitment is reflected in a coherent educational struc-
ture that focuses on promoting interdisciplinary thinking
and a sustainable perspective.
A skills-oriented and technology-open approach is
adopted early on in the Bachelor’s degree program 69 This
means that students have the opportunity to explore inno-
vative technologies and their application in the context of
mining right from the start. They are encouraged to gain
in-depth knowledge of the relevant concepts and to think
critically about the interactions between technology, the
environment and society. This formative foundation pre-
pares them to combine both technical expertise and an
awareness of sustainable practices as future engineers. This
approach is further deepened in the Master’s programs. For
example, the course on mine planning establishes responsi-
ble planning as a basis and repeatedly looks at the phases of
mining activities from different perspectives. Blue Mining
strategies are also integrated into this. Students receive tai-
lored content that enables them to analyze mining prac-
tices not only from a technical perspective, but also in the
context of environmental and economic requirements.
Immersive topics are considered in the course on “IoT and
Digitalization in the Circular Economy” to provide future
engineers with the tools they need to tackle the challenges
of the modern mining industry.70
TU Clausthal offers a range of specialization subjects
in the Master Mining Engineering, which aim to pro-
vide students with comprehensive and specialized skills
in the field of sustainable mining. One of the subjects is
Sustainable Mining Practice, in which students learn in
depth about the principles of the circular economy and
explore their application in mining. This not only exam-
ines how resources can be used more effectively and waste