Mining’s next frontier: Perspectives and transformations

As the mining industry faces times of change, new challenges arise to ensure raw material supply for 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 performance, 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, leaving mining engineering as one of the less preferred career options for students. Nonetheless, it is essential to continue addressing and supplying the skill sets that are suited to the contemporary and future mining industry. To this end, globally, academia is currently undergoing several initiatives such as curricula updates and adaptation, upskilling, 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 crucial 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 universities 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 sociotechnical approach that focuses on developing engineering solutions that promote the sustainable development of communities addressing their basic needs and aiming to improve their quality of life (Menéndez-Aguado et al., 2023; Smith et al., 2023). 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 environmental stewardship alongside technical proficiency. However, developing skills toward humanitarian engineering 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 complexities, modern educational approaches such as the ones integrated in the mining engineering programs at Clausthal University of Technology can be leveraged to enhance both teaching and learning experiences (Binder, 2024b; Bothe-Fiekert et al., 2023; Nowosad et al., 2024). Innovative teaching methods, such as blended-learning, project-based learning, case studies, scenario simulations and interdisciplinary collaborations, can help bridge gaps by fostering critical thinking, creativity and empathy among students. By embracing modern pedagogical strategies, institutions can better equip future engineers to navigate the evolving landscape of the mining industry responsibly and effectively. Emerging trends in mining engineering education The COVID-19 pandemic served as a catalyst for accelerated digitalization across various sectors, including mining, boosting industries to adopt technological solutions at an unprecedented pace. In response to disruptions caused by restrictions and safety measurements, the mining sector embraced digital tools and automation to ensure operational continuity while prioritizing the health and safety of workers. Furthermore, while contemporary mining faces a rising demand for both primary and secondary extraction of raw materials, specially driven by the need for critical minerals to achieve a just energy transition, this demand exists in tension with environmental and social concerns. Modern mining operations aim to adopt cleaner technologies and embrace more responsible practices, striving to find a balance where the pursuit of critical minerals coexists harmoniously with environmental, social and governance stewardship. However, despite these efforts, accessing resources and bringing mines into operation has become increasingly challenging. According to a report by S&P Global, it now takes approximately 18 years for mines to progress from the initial discovery phase to begin operations (Manaldo, 2024). This extended timeline is influenced by a variety of factors, including regulatory complexities, environmental considerations, and the need for substantial technological and financial resources. At the same time, geological orebodies are increasing in complexity and depth. Mining companies are compelled to explore deeper deposits and assess extraction based on more sustainable processes, often leading to a shift from surface mining to more complex underground operations. This trend is reflected in an analysis of more than 1,000 mining projects globally, which shows that about 150 of these projects are transitioning, or have already transitioned, from surface to underground operations (Nowosad and Langefeld, 2023). This shift brings multiple technical challenges, including ensuring productivity and safety in operations, managing ventilation and dealing with issues related to seismicity, ground control and geomechanics. Additionally, there is a critical need for innovation in areas such as tailings management, advanced extractive technologies and efficient mine closure processes. Moreover, the industry’s future relies on integrating automation, electrification and digitalization into mining practices, which also necessitates embracing new business models. These complexities highlight the urgent need to engage a younger, more agile and environmentally conscious workforce capable of navigating the technical and strategic challenges that lie ahead. Addressing these future perspectives in mining engineering education involves anticipating and integrating the skills and knowledge that the next generation of professionals require to navigate an evolving mining industry. One of the primary challenges lies in balancing the traditional core aspects of mining engineering with emerging areas such as sustainability, digital technologies and social responsibility. Educators play a crucial role in this process, acting as both guides and innovators. They need to be adaptable, resilient and committed to lifelong learning. By prioritizing mentorship, collaboration and continuous learning, educational institutions can prepare students not only to address current industry challenges but also to anticipate and innovate for future ones. Engaging with industry partners and leveraging international networks like the Society of Mining Professors (SOMP) can provide valuable resources and insights, ensuring that the next generation of engineers is well equipped to lead the mining sector toward a sustainable and technologically advanced future. By bringing together global experts, SOMP facilitates the sharing of diverse insights and resources, fostering a collaborative environment that helps academics involved with mining engineering education to improve their programs. This global network helps break down academic silos, ensuring that educational strategies are well rounded and incorporating international best practices. One of its significant contributions was the development of the SOMP “Mines of the Future” white paper. This report outlines strategic insights and recommendations for addressing future challenges in mining and reflects the organization’s commitment toward a sustainable future. Since the white paper was published in 2019, the world has seen a changing environment; however, the principles and the vision for future mines based on five main topics — operational efficiency, novel mining systems, sustainable mining practices, education, and research — instead of becoming obsolete are today more valid and relevant than ever (Saydam, 2019). Acknowledging the need to address these challenges and benefiting from the active participation of academic representatives, SOMP developed different activities related to mining engineering education. Specifically, in the last three years, different workshops have taken place with the objective of identifying emerging topics in mining engineering education and discussing the competencies and the profile of the mining engineer of the future. These efforts led to the identification of emerging topics that have gained relevance in the years 2022, 2023 and 2024 (Fig. 1). In 2022, the top emerging topics included automation, artificial intelligence, entrepreneurship, diversity and digitalization, reflecting a push toward technological advancement and inclusivity. In 2023, the focus shifted to sustainability, innovation, systems thinking, intergenerational equity and communication, highlighting the importance of sustainable practices and holistic approaches. Meanwhile, in 2024, the emphasis was placed on artificial intelligence, mine closure, sustainable mining, leadership and zero-entry mining, indicating a strong orientation toward responsible management, leadership development, and the integration of cutting-edge technologies in mining operations. This evolving landscape of topics underscores the dynamic nature of the mining industry and highlights the multifaceted skill set required for future mining engineers. As the industry evolves, it is clear that a comprehensive approach, integrating technological innovation with sustainable and ethical practices, will be crucial. Figure 1: Top five emerging topics in mining engineering education. In 2023, a workshop was conducted to pinpoint the technical and interpersonal skills needed to drive transformation in the mining industry. During this workshop, discussions highlighted five key technical skills: environmental awareness, comprehensive technical expertise in mining, programming, project management, and smart data and big data management. On the interpersonal front, the top competencies identified were communication, leadership, social awareness, emotional intelligence and community engagement. These insights supported a joint vision of the mining engineer of the future. This professional is envisioned as a driven individual and a competent engineer with curiosity and creativity who applies general technical mining skills in a globalized world, who fully understands the mineral value chain and its relevance for modern life, and who can work in a multidisciplinary team environment with the major goal of enhancing and driving the sustainable extraction of raw materials for future generations. Moreover, these insights have enabled the identification of four streams that are redefining mining engineering education: artificial intelligence, sustainability and ESG, future technologies and generational shifts. Artificial intelligence. The integration of artificial intelligence (AI) — namely, generative AI — emerges as a key focus, transforming student engagement and content delivery, yet this enthusiasm is often tempered by the need for rigorous analysis and ethical considerations. In higher education, the use of AI can support the development of collaborative content and projects; however, its use by students and academics brings its own set of concerns, particularly around academic integrity and possible impact on the learning process. This paradigm has led to higher institutions having different perspectives toward the use and implementation of AI. Depending on the accessibility to technological infrastructure and resources, some institutions embrace the integration of AI in teaching and learning, as well as into their administrative processes. Conversely, other institutions approach AI adoption with a more cautious perspective. Developing student facilities with AI must include an understanding not only of the underlying data structure and data management practices, but also specific applicability and limitations of AI. For instance, gathering, synthesis and analysis of geological data and how it can be leveraged by AI-guided mineral exploration (BHP, 2024). Algorithms developed on specifically formatted data designed for use in this application will “learn” over time through refinement and human inputs. This refinement process is critical to improving the accuracy and usability of the tool. This implies a continuing need to interact with the autonomously generated data to ensure the conclusions drawn are appropriate. While introducing students to the potential offered by AI, academics also have to train them on the limitations of the technology. Critical evaluation skills have to go hand in hand with the use of these technologies to ensure outputs correctly reflect and interpret the underlying data, and students learn to quantify and qualify the conclusions they draw from these tools. Generative AI (gen-AI) is one of the most diverse tools in the AI arsenal. It presents an ongoing challenge for academics as they work to find the optimal balance between educating students on the current and future applications of AI and the threat it presents to academic integrity. Mining engineering curricula have been adapted in recent years to include industry application of gen-AI in areas such as mine planning, operational optimization, scheduling maintenance, slope stability and failure prediction models, and mine automation. Well-defined policies on the appropriate use of AI have simultaneously been developed to ensure students are aware of the permissibility of the use and limits of these technologies. Curtin University’s position on Gen-AI use by students in academic submissions starts from the point of nonpermissibility. Permissions required for use of and specific uses of AI tools like ChatGPT, Microsoft Copilot and Gemini are well understood by students. Other software like Quilbot and Grammarly are often viewed as facilitating tools, and the changes they suggest to the composition of assessments, while also indicating nonoriginal student work, are often not seen as violating AI use rules. This can lead to cases of academic misconduct lodged against students and depending on the severity of the offence, can present significant penalties on students. Students and academics must stay on top of this evolving landscape and stay informed about recent developments in both the technology and its appropriate use so that they may adequately prepare students for the workforce. Furthermore, concerns about cost, infrastructure and the readiness of both faculty and students to adapt to such technological changes contribute to a more hesitant stance. Meanwhile, the industry perspective is often driven by the immediate potential for AI to enhance efficiency, safety and profitability in mining operations. Moreover, considering the increasing demand on technological literacy required and the accelerated adoption from the side of the industry, the partial or improper development and implementation of AI skills in teaching and learning could exacerbate inequalities and an educational divide. Sustainability and ESG. Sustainability and environmental, social and governance (ESG) considerations take center stage, reflecting the industry’s shift toward responsible and ethical resource management. This involves integrating broader concepts such as HE, circular economy, sustainable mining and ESG stewardship into the curriculum (Rua et al., 2020; Hutwalker et al., 2021; Restrepo Baena, 2024). The first prioritizes community well-being and socioeconomic impacts, encouraging students to consider how mining operations affect local communities and to design projects that foster positive social outcomes. Similarly, the principles of sustainable mining emphasize the reduction of environmental footprints, enhancing resource efficiency and ensuring long-term environmental balance. Furthermore, integrating this along with fostering ESG stewardship in mining engineering education prepares engineers to handle challenges such as the impacts of climate change, resource scarcity and social equity, ensuring they can make informed decisions that align with global sustainability goals. Future technologies. The advancement of future technologies represents the third stream, highlighting the need for innovation in extraction methods and the adoption of cutting-edge technology such as digitalization and automation to enhance efficiency and safety at the workplace. As these technologies become more integral to mining, they require the development of a multifaceted skill set that integrates technical expertise with a deep understanding of advanced systems and data analytics, and mining engineering education must evolve to include comprehensive training on these technologies. To achieve this, stronger industry-academia collaboration is required. This collaboration can enable educational institutions to facilitate practical learning experiences that will prepare students for technologically advanced mining environments. Moreover, the adoption of future technologies in mining demands not only technical acumen but also skills in communication, problem-solving and systems thinking. Engineers must be adept at working in multidisciplinary teams, where they can leverage diverse perspectives to innovate and solve complex challenges. As the industry continues to advance, equipping future engineers with these comprehensive skills will be crucial, positioning them to lead the way in implementing safe and efficient mining practices that leverage the full potential of automation and digital technologies. Generational shift. Lastly, addressing generational shifts becomes essential, as education must adapt to the evolving expectations and values of a new workforce eager to contribute to sustainable and technologically advanced mining practices. Today’s learners, often characterized by their digital nativity and propensity for rapid information consumption, require innovative delivery methods that resonate with their learning preferences. They anticipate interactive and adaptable learning experiences that go beyond traditional lectures and textbooks. Instead, there is a need for dynamic, multimedia-rich content that leverages technology in the classroom. This adjustment of teaching methods and materials particularly considers the shortening of attention spans and aims for greater effectiveness. A proven way to respond to individuality and diversity is to design more agile methods that shift from traditional frontal instruction to blended and flipped classrooms. Students can engage with (digital) learning material at their own pace, while classroom in-person time can be focused to develop problem-solving and collaborative learning. Furthermore, acknowledging the generational differences between students and educators presents not only a challenge but also an opportunity for mutual benefit by embracing this generational shift. Recognizing that students bring diverse values, perspectives and skills to the table enhances the educational experience for everyone involved. Engaging with these varied viewpoints enriches the learning environment and fosters a culture of inclusivity and innovation, ultimately benefiting both students and educators. Regional approaches and initiatives The four identified streams — artificial intelligence, sustainability and ESG, future technologies, and generational shifts — are vital for shaping the future of mining engineering education. Recognizing and defining these streams is only the beginning; driving action towards their integration is essential to support the transformation of mining. This section highlights the regional initiatives and proactive steps taken by two universities represented by the authors in pursuing the integration of these streams into their educational frameworks: Colombia and Germany. Through these initiatives both universities are not only adapting their mining engineering programs to be more aligned with current and future industry needs but are also paving the way for innovative practices that inspire global standards, ensuring their students become adaptable and forward-thinking leaders in the mining sector. Colombia. The Mining and Metallurgy Engineering (MME) program of the School of Mines at the Universidad Nacional de Colombia is proactively integrating AI into its curriculum and research efforts to prepare students for the technological demands of the mining industry. The program emphasizes the use of AI-driven tools for data analysis, predictive modeling and process optimization, particularly in areas such as resource estimation and operational safety. The integration of Future Technologies is driven by partnerships with leading companies like Epiroc and Stracon through industry-led academic initiatives such as Cátedras Empresariales. Faculty members collaborate with the industry partners to develop real-world applications of AI, while also addressing concerns about ethical implementation and the digital divide. These collaborations provide students with hands-on experience in applying AI tools for automation, operational efficiency and safety in mining projects across Colombia. Furthermore, workshops and courses on machine learning and big data equip students with the skills to navigate a rapidly digitalizing mining sector. Sustainability and ESG are central to the program’s philosophy, reflecting the global demand for socially responsible and environmentally conscious mining practices. The program integrates circular economy and HE principles to ensure that students understand the sociotechnical dimensions of mining, particularly in engaging with communities and addressing equitable resource distribution (Restrepo Baena, 2024). In this framework, practical coursework is conducted in collaboration with Virginia Tech, the Colorado School of Mines and Universidad de Chile as well as joint projects that are focused on reducing environmental footprints, improving resource efficiency and fostering sustainable mine closure practices. Furthermore, other initiatives conducted in relation to HE has involved extensive collaboration with other international institutions such as the Colorado School of Mines, the Massachusetts Institute of Technology’s D-Lab and Southern Methodist University. These initiatives have focused efforts on empowering artisanal and small-scale mining communities in Colombia, with particular emphasis on supporting female miners (Gibson et al., 2022; Restrepo Baena and Velilla, 2021; Schwartz et al., 2021; Tarra-Almario and Restrepo, 2021; Veiga et al., 2022). Students are trained to work alongside these communities, codeveloping sustainable mining practices that prioritize community well-being, equitable resource distribution and environmental protection. Through these projects, the program not only enhances the students’ sociotechnical skills but also fosters a mindset of inclusivity and ethical responsibility essential for the future of mining engineering. These efforts aim to prepare engineers who prioritize both technical excellence and the well-being of communities impacted by mining. Recognizing the rapid generational shift and the importance of future technologies, the program adopts innovative teaching methods to resonate with the learning preferences of today’s students. It incorporates flipped classrooms, project-based learning and interdisciplinary collaborations, allowing students to engage with content interactively. Furthermore, the MME program at the Colorado School of Mines actively partners with industry to expose students to cutting-edge technologies such as automation, electrification and digitalization in mining operations. These strategies not only bridge generational gaps but also prepare students to lead the industry in implementing sustainable and technologically advanced practices. 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 program at Clausthal University of Technology (CUT). In the context of AI, two main areas to be addressed in the mining engineering 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 essential to expand their skill sets in this direction along with a reflective approach to AI utilization. One successful initiative integrated at CUT is the “ChatGPT and Brain Hand-in-Hand” workshop, 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 incorporate AI as a tool and promote a reflective use empowering students to expand their capabilities (Binder, 2024a). 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 academic community. Additionally, different literature management 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 application in education and research. Educators from the field of mining actively supported these initiatives, cocreated 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 mining engineering curriculum based on a hybrid approach that differentiates four key integration possibilities (Binder et al., 2018; Hutwalker et al., 2021). The university’s overarching theme of 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 target 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 (Nowosad et al., 2023). 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 notable initiatives were the integration of the “mine closure” and “underground water management and treatment” elective units as part of the ME master’s program (Bothe-Fiekert et al., 2023). 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 (Binder, 2024b). At a technical level, the “IoT and Digitalization for the Circular Economy” module exemplifies this integration, alongside the incorporation of real-world applications within various sessions (Nowosad, 2024). Another area of relevance and development 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 technologies, equipping students with the necessary multiple skills required to work with and manage autonomous systems. Additionally, student research projects and theses often focus on emerging technologies and sustainable matters, further emphasizing their importance in contemporary education. Moreover, both units feature continuous 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 Ph.D. students and postdoctoral researchers may be only one generation apart from the students, the gap is much larger in traditional mining and processing disciplines, with five professors approaching retirement. This creates a pronounced generational divide, reflecting a higher potential for conflicts as well as opportunities to learn. Moreover, the diversity within student cohorts extends due to different educational pathways, encompassing a range of experiences, learning preferences, obligations and values. To address these differences and embrace this diversity, CUT has implemented various initiatives that blend individual self-learning phases with project-based learning, alongside traditional teaching methods. However, structured measures specifically targeting generational differences have not yet been established and are not a focus area of the university’s diversity strategy. Nevertheless, efforts such as the workshop during the SOMP’s 33rd Annual General Meeting on the “Clash of Generation” have contributed to raising awareness of these issues. Outlook The future of mining engineering education is shaped by integrating sustainability, advanced technologies and acknowledging generational shifts into the academic programs. A focus on sustainability and ESG fosters the development of socially responsible and environmentally conscious mining practices. Initiatives in humanitarian engineering emphasize equitable resource distribution and community well-being, equipping students to address the sociotechnical challenges of the industry. Advancements in future technologies, including AI, automation and digitalization, are transforming mining operations. By partnering with industry leaders, universities prepare students with the skills necessary to navigate these changes, emphasizing interdisciplinary collaboration, data analytics and systems thinking. Furthermore, the ongoing generational shift demands modern ways of teaching and innovative teaching approaches, such as flipped classrooms and project-based learning, which cater to diverse learning preferences and values. Universities like Universidad Nacional de Colombia and Clausthal University of Technology exemplify these efforts. In Colombia, partnerships with industry and global institutions drive hands-on AI and sustainability projects, while in Germany, initiatives like the “Blue Mining” approach and workshops on AI usage highlight a commitment to responsible resource management. Collaboration, especially through networks like the SOMP, plays a crucial role in driving these transformations, uniting academia, industry and global stakeholders to achieve the necessary systemic changes. As these trends converge, mining education is poised to produce forward-thinking engineers equipped to lead sustainable, technologically advanced and socially equitable mining practices, setting global benchmarks for the industry. Acknowledgments The authors would like to express our sincere gratitude to all the members of the Education Committee of the Society of Mining Professors (SOMP) for their invaluable contributions, dedication and leadership in advancing the field of mining engineering education. Special thanks go to all SOMP members who actively participated in the workshops over the past three years. Their insights, expertise, and collaborative spirit have been instrumental in identifying and framing the key future trends for mining engineering education presented in this work. (The 2026 SOMP Annual General Meeting will be held in Blacksburg, VA, USA, hosted by current president Emily Sarver of Virginia Tech.) References Y., Rua, C., Bernal, S., Londono, P. E., & Larsen, E. 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(160). 1(160), Article 160. https://mining-report.de/glueckauf-1-2024/Restrepo Baena, O. J. R. (2024). Exploring New Sustainable Horizons in the Mining Industry: Circular Economy, Sustainability, and Technological Development. Material Science Research India, 21(2), 72–73. https://doi.org/10.13005/msri/210202Restrepo Baena, O. J., & Velilla, D. (2021). Oportunidades para la formulación de un modelo de negocio sostenible en torno a la minería aurífera informal a pequeña escala. Boletín de Ciencias de la Tierra, 49, 26–38. https://doi.org/10.15446/rbct.n49.93106Saydam, S., Hebblewhite, B., Karmis, M., & Hitch, M. (2019). Mines of the Future. Society of Mining Professors / Societät der Bergbaukunde (SOMP). https://miningprofs.org/Media/Default/Page/2019_SOMP_Mines_of_The_Future_Major_Findings_Report_V1.0.pdfSchwartz, M., Smits, K., Smith, J., Phelan, T., & Restrepo Baena, O. J. (2021). Incorporating positive deviance into comprehensive remediation projects: A case study from artisanal and small-scale gold mining in the municipality of Andes, Colombia. Environmental Science & Policy, 123, 142–150. https://doi.org/10.1016/j.envsci.2021.05.021Smith, J., McClelland, C., & Restrepo, O. J. (2023). Sociotechnical Undergraduate Education for the Future of Natural Resource Production. Mining, 3(2), 387–398. https://doi.org/10.3390/mining3020023Tarra-Almario, J. A., & Restrepo, O. J. (2021). Diversificación económica y creación de contenido local en el marco del desarrollo de la minería aurífera en Colombia. Boletín de Ciencias de la Tierra, 50, 64–73. https://doi.org/10.15446/rbct.n50.92933Veiga, M. M., Tarra A, J. A., Restrepo-Baena, O. J., & De Tomi, G. (2022). Coexistence of artisanal gold mining with companies in Latin America. The Extractive Industries and Society, 12, 101177. https://doi.org/10.1016/j.exis.2022.101177

Mining’s next frontier: Perspectives and transformations

Authored by: Sandra Nowosad, Sakshi Hazuria Anderson, Angela Binder, Simit Raval and Oscar Jaime Restrepo Baena

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To view the past issues of the UCA magazine you must be a member of SME/UCA.

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