3
that should remain unaffected or appropriate for usage by
the extractive industry. In addition, respondents had the
opportunity to describe the reason or their thoughts behind
the selected particular place suitable for mining and the
place to be kept untouched.
Launch of Educational Courses
Developing and launching the ‘European Critical Raw
Materials for the Green and Digital Transition (ECRMs)’
course series involves a collaborative approach among
five higher education institutions (HEIs) worldwide: TU
Bergakademie Freiberg (TUBAF), Tallinn University of
Technology (TT), University of Oulu (UO), University of
Lapland (UL), and University of Zambia (UNZA). TUBAF
led the framework development, coordinating with the
HEIs to structure and organise courses on the OPAL plat-
form, Saxony’s primary learning platform, known for its
accessibility and user-friendly interface (Figure 3).
The initial design of course content focused on the
value chain of critical battery raw materials and rare earth
elements, integrating up-to-date industry insights, and
opened for students on March 4, 2024. To ensure partici-
pant engagement, the course design incorporated student
and tutor roles with different access levels and live lec-
tures in a virtual classroom to foster interactive learning.
Recordings of live sessions are stored on the video platform
of TUBAF and made accessible within each chapter for
review. The OPAL platform also has provided dedicated
sections for course navigation, tutor profiles to assist learn-
ers, feedback, attending pre-examinations with quiz ques-
tions and receiving automated certificates of attendance.
Organisation of Public Awareness Events
Public awareness events related to critical raw materials
(CRM) focus on raising understanding about the essen-
tial role of minerals and metals in daily lives, sustainability
initiatives, environmental impacts, and mining project clo-
sures. Key activities include organising workshops and sem-
inars that target a broad audience, not limited to university
students, but open to the general public. Stakeholders are
actively involved, fostering open dialogue and construc-
tive discussions. To gauge the impact and effectiveness of
these events, participants complete questionnaires and sur-
veys before and after each session, allowing organisers to
measure shifts in public awareness and social acceptance of
CRM. The overarching goal of these events is to enhance
awareness about CRM’s significance in driving the green
and digital transition, a crucial step for sustainable develop-
ment and technological advancement.
RESULTS AND DISCUSSION
Evaluated Figures of the Conducted Questionnaire
Survey
The questionnaire survey was conducted in Estonia,
Germany, Poland, and Zambia in Spring 2024 and was
completed with 1068 submitted respondents, 849 unsub-
mitted respondents, and 1100 bounce visitors.
Table 1 compares the questions’ specific submit-
ted response numbers and the total submitted responses.
Around 54–57% of respondents answered questions about
their socioeconomic status, gender, year of birth, and degree
of education. This suggests that the completion rates for
demographic and personal questions were comparatively
Figure 3. The landing page of ECRMs in the OPAL platform (Islam, 2024)
that should remain unaffected or appropriate for usage by
the extractive industry. In addition, respondents had the
opportunity to describe the reason or their thoughts behind
the selected particular place suitable for mining and the
place to be kept untouched.
Launch of Educational Courses
Developing and launching the ‘European Critical Raw
Materials for the Green and Digital Transition (ECRMs)’
course series involves a collaborative approach among
five higher education institutions (HEIs) worldwide: TU
Bergakademie Freiberg (TUBAF), Tallinn University of
Technology (TT), University of Oulu (UO), University of
Lapland (UL), and University of Zambia (UNZA). TUBAF
led the framework development, coordinating with the
HEIs to structure and organise courses on the OPAL plat-
form, Saxony’s primary learning platform, known for its
accessibility and user-friendly interface (Figure 3).
The initial design of course content focused on the
value chain of critical battery raw materials and rare earth
elements, integrating up-to-date industry insights, and
opened for students on March 4, 2024. To ensure partici-
pant engagement, the course design incorporated student
and tutor roles with different access levels and live lec-
tures in a virtual classroom to foster interactive learning.
Recordings of live sessions are stored on the video platform
of TUBAF and made accessible within each chapter for
review. The OPAL platform also has provided dedicated
sections for course navigation, tutor profiles to assist learn-
ers, feedback, attending pre-examinations with quiz ques-
tions and receiving automated certificates of attendance.
Organisation of Public Awareness Events
Public awareness events related to critical raw materials
(CRM) focus on raising understanding about the essen-
tial role of minerals and metals in daily lives, sustainability
initiatives, environmental impacts, and mining project clo-
sures. Key activities include organising workshops and sem-
inars that target a broad audience, not limited to university
students, but open to the general public. Stakeholders are
actively involved, fostering open dialogue and construc-
tive discussions. To gauge the impact and effectiveness of
these events, participants complete questionnaires and sur-
veys before and after each session, allowing organisers to
measure shifts in public awareness and social acceptance of
CRM. The overarching goal of these events is to enhance
awareness about CRM’s significance in driving the green
and digital transition, a crucial step for sustainable develop-
ment and technological advancement.
RESULTS AND DISCUSSION
Evaluated Figures of the Conducted Questionnaire
Survey
The questionnaire survey was conducted in Estonia,
Germany, Poland, and Zambia in Spring 2024 and was
completed with 1068 submitted respondents, 849 unsub-
mitted respondents, and 1100 bounce visitors.
Table 1 compares the questions’ specific submit-
ted response numbers and the total submitted responses.
Around 54–57% of respondents answered questions about
their socioeconomic status, gender, year of birth, and degree
of education. This suggests that the completion rates for
demographic and personal questions were comparatively
Figure 3. The landing page of ECRMs in the OPAL platform (Islam, 2024)