The accelerating global development of quantum technologies strengthens the case for introducing quantum computing concepts before university. Yet in Latin America, there is no consolidated, region wide integration of quantum computing into secondary education, and the feasibility conditions for doing so remain largely unexamined. This paper proposes a qualitative, comparative framework to assess academic readiness for quantum education across six countries - Peru, Bolivia, Chile, Argentina, Brazil, and Colombia - grounded in the relationship between curriculum compatibility and enabling conditions spanning institutional capacity, teacher preparation, infrastructure, and equity. Using official curricula, policy documents, national statistics, and educational reports, we apply structured qualitative coding and a 1-5 ordinal scoring system to generate a cross country diagnosis. The findings reveal substantial regional asymmetries: among the six countries studied, Chile emerges as the most institutionally prepared for progressive quantum education integration, while the remaining countries exhibit varying combinations of curricular gaps and fragmented but promising enabling conditions. Building on this diagnosis, we propose a country sensitive, regionally coordinated roadmap for staged implementation, beginning with teacher development and pilot centers, leveraging open source platforms and local language resources, and scaling toward gradual curricular integration. This work establishes a baseline for future quantitative and mixed method studies evaluating learning outcomes, motivation, and scalable models for quantum education in Latin America.
The accelerating global development of quantum technologies strengthens the case for introducing quantum computing concepts before university. Yet in Latin America, there is no consolidated, region wide integration of quantum computing into secondary education, and the feasibility conditions for doing so remain largely unexamined. This paper proposes a qualitative, comparative framework to assess academic readiness for quantum education across six countries - Peru, Bolivia, Chile, Argentina, Brazil, and Colombia - grounded in the relationship between curriculum compatibility and enabling conditions spanning institutional capacity, teacher preparation, infrastructure, and equity. Using official curricula, policy documents, national statistics, and educational reports, we apply structured qualitative coding and a 1-5 ordinal scoring system to generate a cross country diagnosis. The findings reveal substantial regional asymmetries: among the six countries studied, Chile emerges as the most institutionally prepared for progressive quantum education integration, while the remaining countries exhibit varying combinations of curricular gaps and fragmented but promising enabling conditions. Building on this diagnosis, we propose a country sensitive, regionally coordinated roadmap for staged implementation, beginning with teacher development and pilot centers, leveraging open source platforms and local language resources, and scaling toward gradual curricular integration. This work establishes a baseline for future quantitative and mixed method studies evaluating learning outcomes, motivation, and scalable models for quantum education in Latin America.
Quantum computing is a rapidly advancing field with the potential to drive scientific, educational, and technological development. However, it faces a significant shortage of qualified experts, creating an urgent demand for skilled professionals. In Latin America, quantum education remains in its early stages, further widening the regional talent and access gap due to limited educational infrastructure and financial constraints. This work presents an initiative to integrate quantum computing into higher education in Latin America through the application of the European Competence Framework for Quantum Technologies, which offers a standardized approach to defining competency requirements and assessing essential skills in the field. We propose introductory courses aligned with the frameworks guidelines, designed to meet industry standards and reach a broad audience. Additionally, we introduce supplementary resources, including team dynamics and evaluation methodologies, to enhance the educational ecosystem. These initiatives aim to create a sustainable and comprehensive quantum education model across Latin America, to close the regional skills gap, foster inclusivity, and prepare a diverse workforce to contribute innovative solutions on the global stage.
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.
Quantum technologies are increasingly recognized as a strategic priority for economic competitiveness, national security, and technological innovation in the United States. As quantum systems transition from research prototypes to deployable technologies, attention has shifted toward the preparedness of the quantum workforce, particularly the alignment between higher education and industry skill needs. While prior research has examined individual aspects of quantum education or workforce demand, few studies integrate systematic curriculum analysis with documented industry expectations. This study addresses that gap by analyzing primary U.S. masters programs in quantum science and technology, focusing on curriculum structure and skill development. Using a structured coding framework, course offerings were mapped across six quantum-relevant skill categories and aggregated to produce program-level skill profiles. These profiles were then compared with industry-identified competencies reported in recent workforce studies. The findings reveal strong emphasis on quantum theory across programs, alongside substantial variability in technical skills, applied learning opportunities, and professional development components. The results highlight areas of alignment as well as persistent gaps related to workforce readiness, cross-disciplinary integration, and emerging technological demands. This study provides a scalable framework for evaluating quantum education programs and offers evidence-based insights for curriculum design, workforce policy, and the continued development of the U.S. quantum ecosystem.
Quantum Education (QE) has gained worldwide importance due to the fast development of Quantum Information Science and Engineering (QISE). As per the strategy, quantum technology may spur innovation across industries and boost economic growth. Quantum computing research output and investment differ between developing and industrialized countries, highlighting the need for targeted efforts to close the gap. Consequently, while developed nations have advanced much in quantum research and development, underdeveloped countries still confront resource restrictions, limited infrastructure, and knowledge gaps hindering QE. This paper systematically reviews the environment, difficulties, and solutions for QE in developing countries. QE projects in numerous countries are examined, emphasizing tertiary education and institutes that provide quantum-related courses. A roadmap includes identifying learning goals, building thorough courses, encouraging collaboration, using online platforms, and evaluating and giving feedback. Transdisciplinary learning, hands-on experience, and ongoing learning are emphasized in training quantum workers. International cooperation and partnerships encourage knowledge exchange and resource allocation. The research suggests that underdeveloped nations must work together to overcome obstacles and realize quantum education’s revolutionary potential. Policymakers, educators, and stakeholders can enable these countries to engage in the quantum revolution by executing the equitable quantum technology access roadmap. The general objective of this systematic review is to analyze the current state of quantum education in developing countries, identifying challenges, gaps, and strategies to promote its implementation. The specific objectives are to: (1) identify and classify academic initiatives and research centers in quantum education across emerging economies; (2) examine the infrastructural, financial, and policy barriers hindering quantum workforce development, including digital connectivity and teacher preparedness; (3) compare quantum readiness across countries and regions using educational, scientific, and technological indicators; and (4) propose strategic guidelines for equitable global quantum advancement through curriculum reform, international collaboration, and workforce policy.
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 work presents establishing a nationwide university network to address the relevance of quantum computing, where challenges and opportunities for industry and academia focus from undergraduate to doctoral levels. The network comprises a series of talks on opportunities in the quantum computing ecosystem and potential collaborations and development opportunities aimed at Latin American countries. A total of 240 Spanish speakers registered, with 30% identifying themselves as introductory level and 4% as experts in quantum computing. The outcome underscores the importance of creating opportunities across various domains of the quantum computing ecosystem for a country showing initial interest in this field. Additionally, the current work presents the educational levels of the participants, including their proficiency levels in quantum computing, their areas of interest within this field, and the topics and trends they consider relevant when engaging in quantum computing. The event was hosted by the Center for Computing Research of the National Polytechnic Institute (CIC-IPN) and organized by a consortium of institutions including CIC-IPN, the National Autonomous University of Mexico (UNAM), the Superior School of Computing (ESCOM), the Interdisciplinary Professional Unit in Engineering and Advanced Technologies (UPIITA), the Center of Studies in Advanced Computing of UNAM (CECAv), Institute of Advanced Materials for Sustainable Manufacturing of the Technological Institute of Monterrey, Benemérita Autonomous University of Puebla (BUAP), Tecmilenio University, Superior School of Mechanical and Electrical Engineering Unit (ESIME) Zacatenco, and Quantum Universal Education. The event was made possible through collaboration with industry partners such as IBM Quantum, Xanadu, Haiqu, Unitary Fund, qBraid, Oak Ridge National Laboratory, Kipu Quantum, Pasqal, Quantinuum, Womanium, and BQB, each contributing their unique expertise and resources to the event.