The Horizon Europe CRM-geothermal project: Deliverable 6.5 – Educational Plan

This deliverable has been developed within Task 6.5 Ensure exploitation of project results of the CRM-geothermal project. Its objective is to complement the project’s exploitation strategy by providing guidance for integrating geothermal energy and critical raw materials (CRM) into education at both secondary school and university levels. By strengthening geoscience education, this Educational Plan aims to increase awareness among young people, inspire future professionals, and secure a skilled workforce able to advance Europe’s twin transition under the Green Deal.

The report first assesses the status of geoscience education in European secondary schools. Although Earth sciences are critical for understanding resource management, climate change, and sustainable energy, they are often marginalised in curricula and taught by non-specialist teachers. Student interest is high when topics connect to real-world challenges such as natural hazards or sustainability, but limited teaching resources and training opportunities remain key barriers.

The CRM-geothermal video contest, organised for students aged 12–18, demonstrated that interactive formats can effectively raise interest in geoscience. Participation patterns showed stronger engagement among older teenagers and female students, while social media dissemination highlighted the need for tailored outreach strategies. Lessons from the contest provide useful directions for future engagement activities in schools.

Based on these assessments, the plan formulates recommendations for secondary schools: to integrate geoscience more explicitly into curricula, promote inquiry-based and experiential learning (fieldwork, virtual field trips, gamification), provide targeted teacher training, and develop ready-to-use materials linked to energy transition and raw materials.

At the university level, a review of European programmes reveals strong foundations in geology, mining, and environmental engineering, but limited integration of geothermal-CRM co-production concepts. The plan therefore recommends updating curricula to include new modules on sustainable raw materials derived from geothermal fluids, ESG (environmental, social, and governance) principles, and social licence to operate, as well as digital tools such as the CRM Fluid Atlas, and interdisciplinary programmes linking geoscience, engineering, policy, and economics. A roadmap is proposed for gradual implementation, from short-term elective courses to long-term dedicated degree programmes.

In conclusion, this Educational Plan supports the CRM-geothermal exploitation strategy by bridging research, education, and skills development. By equipping secondary school students with awareness and university students with specialised knowledge, the project contributes to building a new generation of professionals able to deliver sustainable supplies of raw materials and renewable energy for Europe’s future.