2
positions, which mostly do not align with mining working
conditions. Third, negative views of the mining sector and
environmental concerns, principally in communities with
a strong mining background (Mckisey&Company, 2023).
The case study presented in this paper describes an
alternative to promoting, recruiting, and retaining the suc-
cess of undergraduate geoscience majors across a broad
spectrum of society by sharing knowledge about geosci-
ences with the new generations in a didactic and attractive
way, emphasizing the importance of minerals and the min-
ing industry in our daily lives and contemporary society.
CASE STUDY
The Teaching Kids project was initiated in 2014 by stu-
dents from the SME Student Chapter at the Universidad
Nacional de Colombia, Medellin campus, as a response
to the growing misinformation about the mining sec-
tor, exacerbated by resistance from various communities
and organizations toward new mining projects. Initially
called the “School Project,” this initiative began with vis-
its to schools near the Universidad Nacional de Colombia
Mining Department. In 2018, the project participated in
the SME’s Move Mining competition, winning first place
from that moment, it was named “Teaching Kids.”
The proposal is aimed at children and young people
from various communities in the department of Antioquia,
located in areas where mining activities occur. Teaching
Kids has reached 12 municipalities across 7 subregions
of the department, impacting more than 3,600 children
through interactive workshops and partnerships with min-
ing companies and other stakeholders.
The project has raised awareness of the importance
of minerals and sustainable mining practices. It has also
encouraged new students to seek degrees in mining engi-
neering and other geoscience-related professions, which
helps to improve the talent deficit in the field by giving
young people a unique perspective on the importance of
geosciences in everyday life and inspiring them to pursue a
degree in geosciences or related topics.
The Universidad Nacional de Colombia, located in
Medellín, plays a crucial role as the educational environ-
ment that supports the education of Mining Engineering,
Geology, and Environmental Engineering students who
lead this project. Through a practical and entertainment
method, Teaching Kids has established itself as an effective
strategy to raise awareness and educate on geoscience issues,
fostering a comprehensive and sustainable understanding
of mining.
METHODOLOGY
In the Teaching Kids program is used customized instruc-
tional techniques for early childhood education to enhance
learning and foster the participants’ interest. The method-
ology implemented comprises two main techniques: gami-
fication and the Montessori Method, described below.
Gamification: This approach allows for the inclusion
of playful dynamics in workshop development, creating
an entertaining and stimulating learning environment.
Through games and challenges, children explore geoscience
Figure 1. Mining Engineering Graduates (MiHR, 2024)
Figure 2. Map of the areas with Teaching Kids interventions
in Antioquia, Colombia, South America
positions, which mostly do not align with mining working
conditions. Third, negative views of the mining sector and
environmental concerns, principally in communities with
a strong mining background (Mckisey&Company, 2023).
The case study presented in this paper describes an
alternative to promoting, recruiting, and retaining the suc-
cess of undergraduate geoscience majors across a broad
spectrum of society by sharing knowledge about geosci-
ences with the new generations in a didactic and attractive
way, emphasizing the importance of minerals and the min-
ing industry in our daily lives and contemporary society.
CASE STUDY
The Teaching Kids project was initiated in 2014 by stu-
dents from the SME Student Chapter at the Universidad
Nacional de Colombia, Medellin campus, as a response
to the growing misinformation about the mining sec-
tor, exacerbated by resistance from various communities
and organizations toward new mining projects. Initially
called the “School Project,” this initiative began with vis-
its to schools near the Universidad Nacional de Colombia
Mining Department. In 2018, the project participated in
the SME’s Move Mining competition, winning first place
from that moment, it was named “Teaching Kids.”
The proposal is aimed at children and young people
from various communities in the department of Antioquia,
located in areas where mining activities occur. Teaching
Kids has reached 12 municipalities across 7 subregions
of the department, impacting more than 3,600 children
through interactive workshops and partnerships with min-
ing companies and other stakeholders.
The project has raised awareness of the importance
of minerals and sustainable mining practices. It has also
encouraged new students to seek degrees in mining engi-
neering and other geoscience-related professions, which
helps to improve the talent deficit in the field by giving
young people a unique perspective on the importance of
geosciences in everyday life and inspiring them to pursue a
degree in geosciences or related topics.
The Universidad Nacional de Colombia, located in
Medellín, plays a crucial role as the educational environ-
ment that supports the education of Mining Engineering,
Geology, and Environmental Engineering students who
lead this project. Through a practical and entertainment
method, Teaching Kids has established itself as an effective
strategy to raise awareness and educate on geoscience issues,
fostering a comprehensive and sustainable understanding
of mining.
METHODOLOGY
In the Teaching Kids program is used customized instruc-
tional techniques for early childhood education to enhance
learning and foster the participants’ interest. The method-
ology implemented comprises two main techniques: gami-
fication and the Montessori Method, described below.
Gamification: This approach allows for the inclusion
of playful dynamics in workshop development, creating
an entertaining and stimulating learning environment.
Through games and challenges, children explore geoscience
Figure 1. Mining Engineering Graduates (MiHR, 2024)
Figure 2. Map of the areas with Teaching Kids interventions
in Antioquia, Colombia, South America