1
25-060
Mining’s Next Frontier: Perspectives And Transformations
Sandra Nowosad
Clausthal University of Technology, Germany
Sakshi Hazuria Anderson
Curtin University, Australia
Angela Binder
Clausthal University of Technology, Germany
Simit Raval
University of New South Wales, Australia
Oscar Jaime Restrepo Baena
School of Mines, Universidad Nacional de Colombia,
Colombia
INTRODUCTION
As the mining industry faces times of change, new chal-
lenges arise to ensure raw material supply for the younger
and future generations. Different scenarios are currently
shaping the way we mine and teach mining engineering.
Led by an increasing demand for raw materials, net zero
requirements for improving long-term operation perfor-
mance, technological advancements such as automation
and digitalization, safety improvements, environmental
considerations and a need for social acceptance, mining is
pursuing to change and adapt to these requirements at a
faster pace.
Such changing times raise new concerns, one of the
most relevant is the lower number of students interested
or enrolling in mining engineering and related fields leav-
ing mining engineering as one of the less preferred career
options between the younger generations. Nonetheless, it
is essential to continue addressing and supplying the skill
sets that are suited to the contemporary and future min-
ing industry. To this end, globally, academia is currently
undergoing several initiatives such as curricula updates and
adaptation, up skilling, improving teaching practices and
techniques, including e-learning techniques, enhancing
industry-academia and inter-university collaboration, and
much more.
In countries like Australia, where mining plays a cru-
cial role in the economy, the need for curriculum updates
is more pressing than ever. As the mining industry evolves
with new technologies and sustainable practices, there is a
growing demand for a workforce skilled in these modern
approaches. Recognizing this necessity, universities such as
the University of New South Wales and Curtin University
have taken significant steps to revamp their educational
programs. By updating their academic offerings, both uni-
versities aim to equip graduates with the necessary skills to
drive innovation and sustainability in mining, supporting
Australia’s development as a leader in this critical sector.
Moreover, the selection of topics that drive curricula
update and the focus of the research institutions in mining
engineering must extend beyond mere technological and
technical aspects to include social and ethical dimensions.
In this context, the Universidad Nacional de Colombia,
in association with the Colorado School of Mines, has
introduced the topic of Humanitarian Engineering (HE)
in 2020. HE is a socio-technical approach that focuses on
developing engineering solutions that promote the sus-
tainable development of communities addressing their
basic needs and aiming to improve their quality of life (10,
18). By focusing on sustainable development, community
engagement, and equitable resource distribution, HE helps
the industry build positive relationships with stakeholders,
reduce conflicts, and foster social license to operate. As the
mining industry seeks sustainable and socially responsible
practices, future engineers require training in this area to
understand the broader impacts of their work, fostering a
mindset that prioritizes community well-being and envi-
ronmental stewardship alongside technical proficiency.
However, developing skills towards humanitarian engi-
neering and sustainable mining among new generations of
mining professionals remains a complex task. Integrating
the necessary content to prepare future engineers for the
multifaceted demands of the industry into a single study
program poses significant challenges. To address these com-
plexities, modern educational approaches such as the ones
25-060
Mining’s Next Frontier: Perspectives And Transformations
Sandra Nowosad
Clausthal University of Technology, Germany
Sakshi Hazuria Anderson
Curtin University, Australia
Angela Binder
Clausthal University of Technology, Germany
Simit Raval
University of New South Wales, Australia
Oscar Jaime Restrepo Baena
School of Mines, Universidad Nacional de Colombia,
Colombia
INTRODUCTION
As the mining industry faces times of change, new chal-
lenges arise to ensure raw material supply for the younger
and future generations. Different scenarios are currently
shaping the way we mine and teach mining engineering.
Led by an increasing demand for raw materials, net zero
requirements for improving long-term operation perfor-
mance, technological advancements such as automation
and digitalization, safety improvements, environmental
considerations and a need for social acceptance, mining is
pursuing to change and adapt to these requirements at a
faster pace.
Such changing times raise new concerns, one of the
most relevant is the lower number of students interested
or enrolling in mining engineering and related fields leav-
ing mining engineering as one of the less preferred career
options between the younger generations. Nonetheless, it
is essential to continue addressing and supplying the skill
sets that are suited to the contemporary and future min-
ing industry. To this end, globally, academia is currently
undergoing several initiatives such as curricula updates and
adaptation, up skilling, improving teaching practices and
techniques, including e-learning techniques, enhancing
industry-academia and inter-university collaboration, and
much more.
In countries like Australia, where mining plays a cru-
cial role in the economy, the need for curriculum updates
is more pressing than ever. As the mining industry evolves
with new technologies and sustainable practices, there is a
growing demand for a workforce skilled in these modern
approaches. Recognizing this necessity, universities such as
the University of New South Wales and Curtin University
have taken significant steps to revamp their educational
programs. By updating their academic offerings, both uni-
versities aim to equip graduates with the necessary skills to
drive innovation and sustainability in mining, supporting
Australia’s development as a leader in this critical sector.
Moreover, the selection of topics that drive curricula
update and the focus of the research institutions in mining
engineering must extend beyond mere technological and
technical aspects to include social and ethical dimensions.
In this context, the Universidad Nacional de Colombia,
in association with the Colorado School of Mines, has
introduced the topic of Humanitarian Engineering (HE)
in 2020. HE is a socio-technical approach that focuses on
developing engineering solutions that promote the sus-
tainable development of communities addressing their
basic needs and aiming to improve their quality of life (10,
18). By focusing on sustainable development, community
engagement, and equitable resource distribution, HE helps
the industry build positive relationships with stakeholders,
reduce conflicts, and foster social license to operate. As the
mining industry seeks sustainable and socially responsible
practices, future engineers require training in this area to
understand the broader impacts of their work, fostering a
mindset that prioritizes community well-being and envi-
ronmental stewardship alongside technical proficiency.
However, developing skills towards humanitarian engi-
neering and sustainable mining among new generations of
mining professionals remains a complex task. Integrating
the necessary content to prepare future engineers for the
multifaceted demands of the industry into a single study
program poses significant challenges. To address these com-
plexities, modern educational approaches such as the ones