This paper outlines an alternative approach to teaching quantum computing at the high school level, tailored for students with limited prior knowledge in advanced mathematics and physics. This approach diverges from traditional methods by building upon foundational concepts in classical computing before gradually introducing quantum mechanics, thereby simplifying the entry into this complex field. The course was initially implemented in a program for gifted high school students under the Hong Kong Education Bureau and received encouraging feedback, indicating its potential effectiveness for a broader student audience. A key element of this approach is the practical application through portable NMR quantum computers, which provides students with hands-on experience. The paper describes the structure of the course, including the organization of the lectures, the integration of the hardware of the portable nuclear magnetic resonance (NMR) quantum computers, the Gemini/Triangulum series, and detailed lecture notes in Additional file 1 . The initial success in the specialized program and ongoing discussions to expand the course to regular high schools in Hong Kong and Shenzhen suggest the viability of this approach for wider educational application. By focusing on accessibility and student engagement, this approach presents a valuable perspective on introducing quantum computing concepts at the high school level, aiming to enhance student understanding and interest in the field.
This paper outlines an alternative approach to teaching quantum computing at the high school level, tailored for students with limited prior knowledge in advanced mathematics and physics. This approach diverges from traditional methods by building upon foundational concepts in classical computing before gradually introducing quantum mechanics, thereby simplifying the entry into this complex field. The course was initially implemented in a program for gifted high school students under the Hong Kong Education Bureau and received encouraging feedback, indicating its potential effectiveness for a broader student audience. A key element of this approach is the practical application through portable NMR quantum computers, which provides students with hands-on experience. The paper describes the structure of the course, including the organization of the lectures, the integration of the hardware of the portable nuclear magnetic resonance (NMR) quantum computers, the Gemini/Triangulum series, and detailed lecture notes in Additional file 1 . The initial success in the specialized program and ongoing discussions to expand the course to regular high schools in Hong Kong and Shenzhen suggest the viability of this approach for wider educational application. By focusing on accessibility and student engagement, this approach presents a valuable perspective on introducing quantum computing concepts at the high school level, aiming to enhance student understanding and interest in the field.
Quantum computing is an emerging field with growing implications across science and industry, making early educational exposure increasingly important. This paper examines how quantum computing concepts can be introduced into high-school STEM curricula within existing structures to enhance foundational learning in mathematics, computer science, and physics. We outline a modular integration strategy introducing key quantum ideas into standard courses, leveraging open-source educational resources to ensure global accessibility. Emphasis is placed on educational opportunity and equity: the approach is designed to be inclusive and to bridge current curricular gaps so that students worldwide can develop basic quantum literacy. Our analysis demonstrates that integrating quantum topics at the secondary level is feasible and can enrich STEM learning.
This study aims to design and implement a quantum computing education program suitable for high school students, given the growing significance of quantum computing in diverse scientific and industrial fields. While quantum computing is rapidly gaining attention for its potential to revolutionize computational speed and address complex problems, the gap in early education for pre-university students remains notable, especially in South Korea. This research examined international and domestic trends in quantum computing education, developed an activity-based curriculum integrating simulation tools and collaborative problem solving, and applied it to a group of high school students. Through pre- and post-program surveys, activity sheets, and qualitative feedback, the results show a significant increase in students’ understanding and interest in quantum computing concepts such as superposition, entanglement, and quantum gates. The study highlights that an experiential, STEAM-integrated approach using visual and hands-on resources effectively lowers conceptual barriers and enhances engagement. However, challenges such as a lack of prior knowledge and limited educational materials persist. The research suggests policy and curriculum improvements as well as extended teacher training are required to bridge the global educational gap in quantum computing, and indicates that systematic integration of quantum concepts at the high school level is both feasible and impactful.
This thesis investigates how a hands-on introductory Quantum Computing (QC) course can be effectively designed for students of Computer Science and Media (CSM) at a University of Applied Sciences (UAS). Using a mixed-methods approach - including a literature review, focus group discussions, and a student survey - the study addresses five core research questions concerning course content, abstraction level, instructional methodology, and tool selection. The findings highlight that foundational quantum computing concepts (e.g. superposition, entanglement, interference) should be prioritized, while complex mathematical formulations may be omitted without impairing students’ practical understanding. The research supports a moderately abstract, application-driven course structure, combining theoretical foundations with hands-on programming using tools such as IBM Composer and Qiskit. Both students and lecturers emphasized the importance of accessible, cost-efficient platforms with strong visual and interactive elements. The proposed course framework promotes project-based learning, flexibility, and just-in-time theoretical instruction, accommodating the varied backgrounds of CSM students. This work contributes to the growing field of quantum education in non-physics domains and offers a blueprint for interdisciplinary, practice-oriented QC instruction. Future research is encouraged to incorporate industry perspectives, assess long-term learning outcomes, and expand course content to include topics like quantum ethics.
We present a practical course targeting graduate students with prior knowledge of the basics of quantum computing. The practical aims to deepen students' understanding of fundamental concepts in quantum computing by implementing quantum circuit simulators. Through hands-on experience, students learn about different methods to simulate quantum computing, including state vectors, density matrices, the stabilizer formalism, and matrix product states. By implementing the simulation methods themselves, students develop a more in-depth understanding of fundamental concepts in quantum computing, including superposition, entanglement, and the effects of noise on quantum systems. This hands-on experience prepares students to do research in the field of quantum computing and equips them with the knowledge and skills necessary to tackle complex research projects in the field. In this work, we describe our teaching approach and the structure of our practical, and we discuss evaluations and lessons learned.
Quantum computing is an interdisciplinary field that spans physics, mathematics, computer engineering, and computer science. Teaching quantum computing effectively within a constrained timeframe presents a challenge, particularly for engineering students with diverse academic backgrounds. This paper presents an approach to integrating quantum computing into a broader course on Technologies of Computing Systems (TCS) through a dedicated two-week module. The course structure combines lectures, interactive problem-solving, lab exercises, and a hands-on project to ensure an engaging and practical learning experience. The curriculum covers fundamental quantum computing principles, quantum gates, circuits, algorithms, and quantum technology. Assessment includes project work, exams, and student feedback, demonstrating increased engagement and comprehension. The results indicate that this quantum computing module successfully bridges the gap between classical and quantum paradigms, fostering student interest and understanding within a short period.
We present a simple, accessible, yet rigorous outreach/educational program focused on quantum information science and technology for high-school and early undergraduate students. This program allows students to perform meaningful hands-on calculations with quantum circuits and algorithms, without requiring knowledge of advanced mathematics. A combination of pen-and-paper exercises and IBM Q simulations helps students understand the structure of quantum gates and circuits, as well as the principles of superposition, entanglement, and measurement in quantum mechanics.