2419 a technically complex, capital-intensive industry essential to global decarbonization. 2. OBJECTIVES AND SCOPE This study defines the Double Talent Gap as a structural workforce constraint composed of two interacting dimensions. The Pipeline Gap reflects declining professional inflow into mining disciplines due to perception-based career filtering and shrinking educational enrollment. The Knowledge Retention Gap arises when tacit expertise remains concentrated within an aging workforce without scalable knowledge transfer systems. Together, these dynamics constrain workforce renewal and institutional resilience. The primary objective is to examine the structural mechanisms underlying the Double Talent Gap and assess their implications for long-term capacity in the mining sector. The research investigates (1) drivers of pipeline contraction among students, including limited exposure and sectoral perception; (2) industry practices in training, mentorship, and onboarding; and (3) the potential role of AI-enabled knowledge systems as augmentation tools to support documentation, knowledge retrieval, and onboarding efficiency. The central research question is whether coordinated investment in educational visibility and AIsupported knowledge systems can mitigate workforce constraints that may limit the industry’s ability to sustain critical mineral supply in a decarbonizing global economy. . 3. METHODS AND APPROACH This study adopts a mixed-methods research design, integrating quantitative survey data with qualitative insights from industry interviews. The research focuses on two distinct demographic groups. University students were surveyed to assess perceptions of mining careers, levels of industry awareness, and the role of educational exposure in shaping career interest. Industry professionals evaluated current workforce challenges, such as talent retention, knowledge loss, and the adoption of AI-enabled knowledge systems. Together, these perspectives provide a holistic view of the “double talent gap”. The following sections outline the research design, data collection methods, and analytical intent for each participant group. 3.1 Educational Pathways Analysis To assess the factors influencing entry into the mining talent pipeline, a structured survey was administered to over 100 university students across North America. Participants ranged from first-year undergraduate students to PhD candidates. While none of the surveyed students were enrolled in miningspecific programs, a broad range of academic disciplines were represented. The student survey was divided into two primary sections. The first section examined prevailing perceptions of the mining industry, including social impact, environmental considerations, career attractiveness, and personal interest in pursuing mining-related careers. Questions used Likert-scale ratings, multiple-selection items, and open-ended responses to capture both quantitative trends and qualitative nuance. The second section of the survey evaluated the role of information exposure. Participants were presented with standardized information on the mining industry, including projected demand for minerals, workforce needs, compensation data, and the industry’s role in the energy transition. After reviewing this material, respondents were asked to reassess their likelihood of considering a career in mining. This design enables evaluation of whether limited awareness and educational exposure constitute significant barriers contributing to the declining entry of new professionals into the sector. 3.2 Industry and Workforce Analysis A parallel methodology was applied to the industry workforce analysis. A structured survey was administered to over 20 company and industry professionals worldwide, ranging from government representatives to company executives.
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