Demystifying mine rehabilitation through differentiated learning

Authors: Mains, A; Joiner, R Download Paper Open access courtesy of:

DOI https://doi.org/10.36487/ACG_repo/2615_05

Cite As:
Mains, A & Joiner, R 2026, 'Demystifying mine rehabilitation through differentiated learning', in AB Fourie, G Boggs, J Heyes & M Tibbett (eds), Mine Closure 2026: Proceedings of the 19th International Conference on Mine Closure, Australian Centre for Geomechanics, Perth, pp. 1-7, https://doi.org/10.36487/ACG_repo/2615_05



Abstract:
Quality practices within environmental, social and governance frameworks require that those charged with undertaking mine rehabilitation must work through various social and technical engagement steps on the journey towards a successfully rehabilitated mine. Governmental bodies play key roles in facilitating the rehabilitation of declared mine sites, working collaboratively towards safe, stable and sustainable landforms for the beneficial use of future generations. The information for, and education of, the community in Victoria, Australia, about the planning and processes for the rehabilitation of declared mine land in the Latrobe Valley need to be both inclusive and effective for all the community. Governmental entities, mine licensees and even stakeholder groups themselves must engage with a diverse group of community members and organisations, each with different levels of knowledge and experience, and varied cultural perspectives. These diverse lenses influence how information is received, from whom it is received and how it is interpreted. Considering how this complexity can present, how can we meaningfully educate and connect with such a multifaceted audience? Acknowledging that there is no ‘one size fits all’ solution in engaging minds in mine rehabilitation means drawing on already established, evidence-based educational principles. By embracing tailored, inclusive strategies we can foster deeper understanding and trust, and ultimately more successful and socially supported rehabilitation outcomes. We do not need to reinvent from within the walls of our individual organisations, but instead look to those who have already identified, codified and established the procedural norms that effectively educate the population, regardless of their community attachments.

Keywords: demystification, mine rehabilitation, education, differentiated learning, stakeholder engagement

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