2420 The first section examined perceived barriers preventing student entry into mining. Considerations included graduate preparedness, existing training practices, and perceived gaps between academic and industry expectations. The second section examined the feasibility and current adoption of AI-enabled knowledge systems. Questions explored the use of digital tools for training support and barriers to broader implementation. Emphasis was placed on whether AI systems could support the transfer of knowledge from experienced professionals to new hires. 3.3 Data Integration, Scope, and Limitations Student and industry data were analyzed in parallel and then integrated within the Double Talent Gap framework. The quantitative results were used to identify distributional patterns across responses, while qualitative inputs provided interpretive depth and highlighted areas of divergence between perception and operational reality.. Taken together, insights from both groups informed the discussion presented later in the paper. However, survey samples were not designed to be statistically representative of the global workforce or student population. Furthermore, responses rely on self-reported perceptions and experiences, which may introduce subject bias. In terms of ethical considerations, the study was administered through voluntary participation, and all responses were anonymized. The only identifying features were school year (students) and the most recent employer (professionals). All participants were briefed on the research and purpose of the study before survey completion. 4. RESULTS: STUDENT SURVEYS 4.1 Perception of Mining and Career Awareness Student survey results reveal a structural gap between recognition of mining's societal importance and its attractiveness as a career option. While 73.4% of respondents identified mining as highly relevant to future development—particularly in relation to the energy transition, battery supply chains, and infrastructure expansion—this recognition did not translate into career consideration. More than 92% of respondents reported that they had never seriously considered pursuing a career in mining. This divergence between perceived societal importance and personal career attractiveness suggests that awareness of macro-level relevance alone is insufficient to influence early-stage career filtering decisions. Rather, students appear to separate the industry’s functional necessity from its personal desirability. Qualitative responses further indicate that awareness tends to be abstract rather than experiential. Students recognize mining’s role in global systems but lack concrete understanding of occupational pathways, technological roles, and advancement structures. This gap reflects a Pipeline Gap mechanism rooted in informational distance and limited structured exposure rather than outright rejection of the industry.
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