6
Germany
As a representative example of the situation in Germany,
without the claim to completeness or generalizability, the
circumstances relating to the four identified trends are
described in relation to the Mining Engineering (ME) pro-
gram at Clausthal University of Technology (CUT).
In the context of AI, two main areas to be addressed
in the ME program emerge: the integration of AI as a
future technology in mining, and the use of AI as a tool for
everyday tasks. To prepare students effectively, it is essen-
tial to expand their skill sets in this direction along with
a reflective approach to AI utilization. One successful ini-
tiative integrated at CUT is the workshop “ChatGPT and
Brain Hand-in-Hand,” co-developed and conducted by the
Mining Institute, the Language Center, and the Writing
Workshop of CUT. This workshop encourages students
to engage thoughtfully with AI technologies and enhances
their research and writing capabilities. The guidelines on
academic writing introduced in this workshop incorpo-
rate AI as a tool and promote a reflective use empowering
students to expand their capabilities (3). In this field, the
university offers various AI services, especially in the field
of large language models (LLMs), to ensure equal access
for students and educators. These services are continuously
evaluated and expanded to meet the needs of a modern aca-
demic community. Additionally, different literature man-
agement tools are currently being tested, with plans for
university-wide licensing. To provide an overview of AI’s
potential, a digital event series was conducted during the
summer term of 2024, showcasing the available AI-services,
research possibilities, AI-based course design, and support
for the writing process. This initiative aims to familiarize
educators and students with the multifaceted possibilities
of AI, promoting its thoughtful and productive applica-
tion in education and research. Educators from the field of
mining actively supported these initiatives, co-created pilot
activities, and frequently contributed their perspectives to
the board of service providers.
At CUT, extensive efforts have been undertaken to
integrate sustainability and ESG principles into the ME
curriculum based on a hybrid approach that differenti-
ates four key integration possibilities (5, 8). The univer-
sity’s overarching theme “Circular Economy” has also been
integrated and is part of various aspects of the program.
Special events focusing on sustainable mining practices and
responsible mining operations are organized, emphasizing a
competency-based approach. Significant attention is placed
on developing communication skills tailored to diverse tar-
get audiences, ensuring that students can effectively engage
with various stakeholders in the mining sector as in the
case of the “Sustainable Mining” unit. Furthermore, one
notable initiative is the implementation of the Blue Mining
approach, which is applied specifically in the underground
mining department (11). This strategy equips students with
a holistic model for sustainable mining practices, preparing
them to address contemporary challenges while promoting
environmentally and socially responsible methods in the
field. Other remarkable initiatives were the integration of
the elective units “Mine Closure” and “Underground Water
Management and Treatment” as part of the ME master
program (6). Through these efforts, CUT is committed to
fostering a forward-thinking educational environment that
prioritizes sustainability and ESG considerations in mining.
Incorporating a competency-based approach, CUT
emphasizes principles over individual techniques within
its curriculum related to future technologies. The goal is
to help students develop a systemic understanding that
enables them to engage with evolving technologies and
their integration into the mining industry (4). At a tech-
nical level, the module “IoT and Digitalization for the
Circular Economy” exemplifies this integration, alongside
the incorporation of real-world applications within vari-
ous sessions (13). Another area of relevance and develop-
ment is mine automation. Educational institutions play a
critical role in preparing the future workforce for success
in an increasingly automated mining industry. To do this
effectively, curricula must adapt to include subjects such
as data science, systems engineering and automation tech-
nologies, equipping students with the necessary multiple
skills required to work with and manage autonomous
systems. Additionally, student research projects and the-
ses often focus on emerging technologies and sustainable
matters, further emphasizing their importance in contem-
porary education. Moreover, both units feature continu-
ous industry engagement through guest lectures and case
studies. Fostering partnerships with industry stakeholders
is essential, ensuring that the next generation of mining
experts is ready to meet the demands of a rapidly evolving
sector. Through these strategic educational initiatives, CUT
aims to cultivate a workforce that is adept at navigating and
leveraging future technologies in mining in a sustainable
way.
CUT currently experiences a significant generational
diversity among its students and faculty. While PhD stu-
dents and postdoctoral researchers may be only one gen-
eration apart from the students, the gap is much larger in
traditional mining and processing disciplines, with five
professors approaching retirement. This creates a pro-
nounced generational divide, reflecting a higher potential
for conflicts as well as opportunities to learn. Moreover, the
Germany
As a representative example of the situation in Germany,
without the claim to completeness or generalizability, the
circumstances relating to the four identified trends are
described in relation to the Mining Engineering (ME) pro-
gram at Clausthal University of Technology (CUT).
In the context of AI, two main areas to be addressed
in the ME program emerge: the integration of AI as a
future technology in mining, and the use of AI as a tool for
everyday tasks. To prepare students effectively, it is essen-
tial to expand their skill sets in this direction along with
a reflective approach to AI utilization. One successful ini-
tiative integrated at CUT is the workshop “ChatGPT and
Brain Hand-in-Hand,” co-developed and conducted by the
Mining Institute, the Language Center, and the Writing
Workshop of CUT. This workshop encourages students
to engage thoughtfully with AI technologies and enhances
their research and writing capabilities. The guidelines on
academic writing introduced in this workshop incorpo-
rate AI as a tool and promote a reflective use empowering
students to expand their capabilities (3). In this field, the
university offers various AI services, especially in the field
of large language models (LLMs), to ensure equal access
for students and educators. These services are continuously
evaluated and expanded to meet the needs of a modern aca-
demic community. Additionally, different literature man-
agement tools are currently being tested, with plans for
university-wide licensing. To provide an overview of AI’s
potential, a digital event series was conducted during the
summer term of 2024, showcasing the available AI-services,
research possibilities, AI-based course design, and support
for the writing process. This initiative aims to familiarize
educators and students with the multifaceted possibilities
of AI, promoting its thoughtful and productive applica-
tion in education and research. Educators from the field of
mining actively supported these initiatives, co-created pilot
activities, and frequently contributed their perspectives to
the board of service providers.
At CUT, extensive efforts have been undertaken to
integrate sustainability and ESG principles into the ME
curriculum based on a hybrid approach that differenti-
ates four key integration possibilities (5, 8). The univer-
sity’s overarching theme “Circular Economy” has also been
integrated and is part of various aspects of the program.
Special events focusing on sustainable mining practices and
responsible mining operations are organized, emphasizing a
competency-based approach. Significant attention is placed
on developing communication skills tailored to diverse tar-
get audiences, ensuring that students can effectively engage
with various stakeholders in the mining sector as in the
case of the “Sustainable Mining” unit. Furthermore, one
notable initiative is the implementation of the Blue Mining
approach, which is applied specifically in the underground
mining department (11). This strategy equips students with
a holistic model for sustainable mining practices, preparing
them to address contemporary challenges while promoting
environmentally and socially responsible methods in the
field. Other remarkable initiatives were the integration of
the elective units “Mine Closure” and “Underground Water
Management and Treatment” as part of the ME master
program (6). Through these efforts, CUT is committed to
fostering a forward-thinking educational environment that
prioritizes sustainability and ESG considerations in mining.
Incorporating a competency-based approach, CUT
emphasizes principles over individual techniques within
its curriculum related to future technologies. The goal is
to help students develop a systemic understanding that
enables them to engage with evolving technologies and
their integration into the mining industry (4). At a tech-
nical level, the module “IoT and Digitalization for the
Circular Economy” exemplifies this integration, alongside
the incorporation of real-world applications within vari-
ous sessions (13). Another area of relevance and develop-
ment is mine automation. Educational institutions play a
critical role in preparing the future workforce for success
in an increasingly automated mining industry. To do this
effectively, curricula must adapt to include subjects such
as data science, systems engineering and automation tech-
nologies, equipping students with the necessary multiple
skills required to work with and manage autonomous
systems. Additionally, student research projects and the-
ses often focus on emerging technologies and sustainable
matters, further emphasizing their importance in contem-
porary education. Moreover, both units feature continu-
ous industry engagement through guest lectures and case
studies. Fostering partnerships with industry stakeholders
is essential, ensuring that the next generation of mining
experts is ready to meet the demands of a rapidly evolving
sector. Through these strategic educational initiatives, CUT
aims to cultivate a workforce that is adept at navigating and
leveraging future technologies in mining in a sustainable
way.
CUT currently experiences a significant generational
diversity among its students and faculty. While PhD stu-
dents and postdoctoral researchers may be only one gen-
eration apart from the students, the gap is much larger in
traditional mining and processing disciplines, with five
professors approaching retirement. This creates a pro-
nounced generational divide, reflecting a higher potential
for conflicts as well as opportunities to learn. Moreover, the