Mining Research Bulletin – January 2026
TL;DR:1 The higher education ecosystem is a vital supply pipeline for various high-paid and relatively AI-safe mining occupations. The industry faces both an ageing workforce and a constricting supply pipeline, thus risking and perpetuating critical skills shortages. Given that the industry’s demand for skills is tied to commodity price cycles, it is an ideal opportunity for creating up- and lateral-skilling pathways, such as micro-credentials to boost the supply of these occupations. Such pathways would provide improved employment outcomes, a stable supply of skills, and boost industry-pathway provider alignment. This reduces supply backlogs and ensures productivity outcomes.
This month, the Research Bulletin covers:
- Falling enrolments and completions
- International students are also declining with no exceptions
- What is causing the problem?
- Succession planning and critical shortages
- Is the commonwealth funding policy helping?
- AI-led jobs upheaval
- Case in point – lateral skilling into mining engineering
- The way forward
The higher education ecosystem is a vital supply pipeline for mining occupations. However, the industry faces both an ageing workforce and a constricting supply pipeline, which perpetuates critical skills shortages. As the demand for skills is closely tied to commodity price cycles, this also increases job security risks. Pathways such as micro credentials can provide lateral opportunities for reskilling, potentially improving employment outcomes, ensuring a more stable supply of skills, and strengthening alignment between industry and education providers. This reduces supply backlogs and ensures productivity outcomes.
Higher education has long served as a critical workforce pipeline for the Mining industry. Many mining occupations, such as Mining Engineers, Geologists, and Metallurgists require skills that are closely tied to higher education. As of 2021, around 24% of the mining workforce held a qualification at or above a bachelor’s degree.2
Between 2014 and 2023, both enrolments and completions in mining engineering degrees at the bachelor and postgraduate levels declined. The steepest drop occurred between 2014 and 2018, when enrolments fell from 2,420 to 770 (-68%). Similarly, completions declined by 65% during the same period (Figure 1a).
Female enrolments in mining engineering degrees have remained relatively low, ranging between 9% and 13% from 2014 to 2023. This proportion is lower than that of vocational education. Approximately 16% of RII (Resources and Infrastructure Industry Training Package) mining qualifications were driven from female students, while 12% of enrolments were from female students in higher education in 2023 (Figure 2a).3 Mining engineering enrolments are concentrated in New South Wales (NSW) and Western Australia (WA) (Figure 2b).
Source: Department of Education, “Enrolments, 2014-2023”, May 2025; Customed data provided to AUSMASA; Australian Network of Mining Engineering Educators, “2023 Australian Graduate Mining Engineering Statistics Report”, 2024; Australian Bureau of Statistics, “Labour Force, Australia, Detailed”, September 2025.
Note: 1. Enrolments underrepresent the actual figures. The numbers are rounded to the nearest 5. 2. The Mining Engineer Employments are trended by AUSMASA.
Source: Department of Education, “Enrolments, 2014-2023”, May 2025; Customised data provided to AUSMASA.
Figure 3: Mining engineering international student’s enrolments and completions
Source: Department of Education, “Award Course Completions, 2014-2023”, May 2025; Customised data provided to AUSMASA.
What is causing the problem?
A critical factor contributing to declining enrolments is the widespread negative perception of the mining industry, particularly within younger cohorts.4 Influx of younger cohorts are further compromised by a lack of visibility of career options in the mining industry, with nearly half (47%) of younger cohorts reporting that they are not aware of mining careers beyond Driller and Miner.5
Budget and financial cuts within universities may have contributed to declining enrolments, particularly in postgraduate research programs. In 2024, the University of Wollongong announced it was cutting more than 100 academic positions following a $35 million drop in revenue.6 Additionally, funding for Australian earth science courses was reduced by 29% in 2020, equating to approximately $10,000 less per student per year.7 Such reductions inevitably affect the quality of student experience. With fewer academics and postgraduate researchers available, students face diminished access to supervision, mentorship, and support. Given this, industry has had to side skill the existing workforce or undertake overseas recruitment to source mining engineers as the size of the occupation has grown despite falling completions (Figure 1b).
The workforce is ageing
The median age of the mining workforce jumped from 36 in 2016 to 38 in 2021, indicating an ageing workforce (Table 1). This trend may suggest that the decline in entry-level roles is influenced by the emergence of new technologies and automation or the presence of more retiring than younger workers. An ageing workforce requires effective succession planning in order to sustain workforce levels and retain organisational and occupational knowledge.
Table 1: ANZSCO 2336 Mining Engineer Age distribution between 2016 and 2021
Source: 2016 Census - Counting Employed Persons, Place of Work (POW); 2021 Census - counting persons, 15 years and over
Table 2: Mining Engineers shortage status in 2024
Source: Jobs and Skills Australia, “Occupation Shortage List”, 2025. Note: “S” signifies Shortage.
Given the importance of the mining engineering occupation, a constricted supply pipeline can:
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delay feasibility studies, mine planning and operations. It will ultimately increase the cost and reduce productivity.
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as workers retire, replacing them becomes harder. In the case of mining engineers, this can pose challenges for technical expertise and leadership, which may also heighten safety risks.
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limit Australia’s ability to scale up the clean energy sector, despite its vital role in supplying critical minerals such as lithium, copper, and rare earth elements.8
A Commonwealth Supported Place (CSP) is a subsidy that reduces the cost of courses for students. It is a place at a university or approved higher education provider, where the Australian Government covers part of the course fee for students.9 The CSP mostly supports bachelor's degrees, although it was extended to include enabling degrees and postgraduate studies in 2014.10
With demand-driven funding frozen from 2017, this may have contributed to the lower and flat enrolment trend observed between 2018 and 2023 (Appendix A). However, mining engineering enrolments have been declining steadily since 2014, suggesting that funding policy changes are unlikely to be the primary driver of the decline.
As AI leads the automation and augmentation of jobs, occupations that are less susceptible to automation offer job security and better employment outcomes for students and new workforce entrants. The Australian mining industry is a leading adopter of AI-led job evolution.11 AI offers numerous benefits, such as removing workers from hazardous environments, providing real-time environmental impact assessments and assisting companies in meeting regulatory compliance requirements.12
Core mining roles, such as mining engineers, as well as geologists, geophysicists, and hydrogeologists, have relatively low automation risks. The index reports probabilities of 0.32 for geologists, geophysicists, and hydrogeologists, and 0.14 for mining engineers (Table 3). Occupations with the highest probabilities of automation include accountants and earthmoving plant operators, both with probabilities of 0.94.13 While AI can automate and streamline certain repetitive tasks, it is not expected to eliminate entire professions.14 As a result, entry-level roles are likely to diminish, while engineers with skills in system interpretation and oversight will remain in strong demand. Ultimately, engineers are expected to evolve into “AI-augmented problem solvers”. 15
Case in point – AI augmentation
Rio Tinto has implemented a GPT-style assistant that helps mine planners search through hundreds of documents within seconds, which previously took humans months. A computer vision model is used to analyse 2.6 million wildlife-camera images to detect endangered palm cockatoos around the Weipa bauxite pit, helping the company ensure it meets environmental regulations and compliance requirements.16
Table 3: Key mining and related occupations and Probability to automate with AI
Source: Minerals Council of Australia, “The Future of Work: The Changing Skills Landscape for Miners”, 2022. Note: Probabilities range from 0 to 1, with higher values indicating a greater likelihood of computerisation and automation, based on the methodology developed by Frey and Osborne. Growing skills demand versus what AI can do and not do
Given the constricting supply pipeline of higher education-related mining occupations, the industry must find alternate pathways and in-streams for growing occupations. These pathways include options such as micro-credentials to side skill professionals and greater flexibility for learning options that allow for wider options in content delivery and mode.
Among the various engineering professions, civil engineering is a common career pathway for those working in mining engineering (Table 4).17 There are differences between the day-to-day work of both professionals, but it might be possible to bridge the gap with on-the-job training, or training products like micro-credentials.
Table 4: Comparison between civil engineer and mining engineer
Source: Australian Government, “Mining Engineer (excluding Petroleum)”, 2025; Australian Government, “Civil Engineer”, 2025
Higher education is an essential supply pipeline for the mining industry. Given the relatively decentralised nature of the academic ecosystem, it is challenging for academia to respond quickly and rapidly to industry business cycles, particularly for the mining industry. Innovative pathway solutions need to be explored to enable a reliable supply of skills for the industry. Micro-credentials are a flexible and optimal solution. It allows for the training product to live on a shelf when not needed (due to commodity price fluctuations), and the nature of the micro-credential means it can be delivered irrespective of educational affiliation (by universities, RTOs, and even employers). Such training pathway solutions allow for flexible options that enable better industry-pathway alignment, reducing skills shortages and enabling productivity outcomes.
People, skills, and pathways
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Investigate up- and lateral-skilling options for engineering professionals into mining engineering roles (like micro-credentials)
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Explore pathways that allow employment-based learning pathway for the mining engineer, geologists, metallurgists, and geo-technicians
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Qualitative exploration of the lived experience of delivery personnel and students in the mining engineering education stream
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Research the factors affecting the attraction, recruitment, and retention of mining engineers
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Promote pathways for at-risk and diverse cohorts
For government
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Provide incentives and supports for higher education that align with industry needs
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Provide industry-aligned support and incentives for higher education that enable the attraction, recruitment, and retention of more diverse cohorts in the higher education mining space
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Target support for at-risk cohorts
For industry
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Enable the delivery of flexible learning and training models for up- and lateral-skilling (like micro-credentials)
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Work with universities to allow them to respond to industry demand
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Enable greater visibility on career pathways
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Enable mentoring and succession planning for the ageing workforce
For universities
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Explore funding and recruitment models that allow academia to move in tandem with industry demand for mining roles as a pathway for professional currency and development
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Enable and support closer research and education links with industry to enable seamless movement of knowledge and skills to and from industry to academia
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Design and delivery modular content (like micro-credentials) that enable fast paced and variable delivery of training and upskilling
Appendix A
Australian Higher education funding developments
Source: Higher Education Policy Institute, "After demand driven funding in Australia: Competing models for distributing student places to universities, courses and students", 2020; Department of Education and Training, “Consultation Paper on the reallocation of Commonwealth supported places for enabling, sub-bachelor and postgraduate courses”, November 2018.; The Department of Education, “Demand-driven Needs-based Funding”, 2024; Department of Education, “20,000 additional Commonwealth supported places”, February 2023.
2 2021 Census - counting persons, 15 years and over
3 VOCSTATS, TVA program enrolments 2015-2024.
4 AUSMASA, “Gen Z Perceptions of Mining”, 2024.
6 Mining.com.au, “Australia’s geoscience education crisis: Universities cutting vital programs”, 2024.
7 Nature Reviews, “Geoscience on the chopping block”,2021.
8 Titan Recruitment, “Jobs Outlook – Demand for Mining Engineers and what it means for Australian Mining”, 2025.
9 Australian Government, “Commonwealth supported places (CSPs)”, 2025.
10 Australian Government, “Commonwealth supported places (CSPs)”, 2025.
11 CA Mining, “Is your Mining job getting replaced by AI?”, 2025.
13 Mineral Council of Australia, “The Future of Work: The Changing Skills Landscape of Miners”, 2022.
14 Mineral Council of Australia, “The Future of Work: The Changing Skills Landscape of Miners”, 2022.
15 Mineral Council of Australia, “The Future of Work: The Changing Skills Landscape of Miners”, 2022.
16 Forbes,“AI Unearths New Potential In The Mining Industry”, 2025.
17 Australian Government, “Mining Engineer (excluding Petroleum)”, 2025.