The second quantum revolution is driving advancements in quantum computing, communication, and sensing. While quantum computing has gained significant attention in education, quantum sensing remains largely overlooked. In order to find ways of integrating sensing into existing quantum-related curricula, we performed an analysis of six of the most commonly used textbooks in modern physics, quantum mechanics, and quantum computing. We identified a set of keywords related to quantum sensing and tagged all excerpts in which these concepts appeared. For each excerpt, we also recorded the context in which it was presented within the textbook. Network maps were constructed to visualize which keywords appeared in which contexts and the frequency of these occurrences within each subject area. We then developed an analytic rubric to evaluate the conceptual and mathematical depth of these excerpts as well as the extent of sensing-related discussions. Our results show that there is significant variation in how different subjects address these concepts, both in the nature of the content covered and the depth of coverage. We also observe notable differences in how spin-first and position-first textbooks discuss these keywords, particularly in the coverage and contexts in which core concepts such as superposition and entanglement appear. Additionally, we analyzed course titles and descriptions from a database of over 8,000 quantum-related courses, focusing on those that mentioned ``sensing'' or ``sensor''. Together, these analyses of textbook content and course descriptions inform the quantum information science and engineering education community about potential opportunities to integrate quantum sensing topics into quantum-related courses in physics and adjacent disciplines.
The second quantum revolution is driving advancements in quantum computing, communication, and sensing. While quantum computing has gained significant attention in education, quantum sensing remains largely overlooked. In order to find ways of integrating sensing into existing quantum-related curricula, we performed an analysis of six of the most commonly used textbooks in modern physics, quantum mechanics, and quantum computing. We identified a set of keywords related to quantum sensing and tagged all excerpts in which these concepts appeared. For each excerpt, we also recorded the context in which it was presented within the textbook. Network maps were constructed to visualize which keywords appeared in which contexts and the frequency of these occurrences within each subject area. We then developed an analytic rubric to evaluate the conceptual and mathematical depth of these excerpts as well as the extent of sensing-related discussions. Our results show that there is significant variation in how different subjects address these concepts, both in the nature of the content covered and the depth of coverage. We also observe notable differences in how spin-first and position-first textbooks discuss these keywords, particularly in the coverage and contexts in which core concepts such as superposition and entanglement appear. Additionally, we analyzed course titles and descriptions from a database of over 8,000 quantum-related courses, focusing on those that mentioned sensing'' or sensor''. Together, these analyses of textbook content and course descriptions inform the quantum information science and engineering education community about potential opportunities to integrate quantum sensing topics into quantum-related courses in physics and adjacent disciplines.
Entanglement is at the heart of emerging technologies such as quantum computing, quantum sensing, and quantum networking.These technologies are developed by interdisciplinary teams of engineers, physicists, software developers, and other scientists.As a result, quantum concepts, such as entanglement, are essential to introduce to a wide range of disciplines.In response, many universities have implemented quantum information science and engineering (QISE) courses for undergraduate students.These QISE courses present quantum concepts to students from diverse disciplines at an introductory level, whereas previously, they were reserved for advanced physics courses.We interviewed students who had recently completed an introductory QISE course to investigate their conceptual and mathematical understanding of entanglement.We found that entanglement was most strongly associated with the idea of correlation between measurements, while only some students productively used the mathematical criterion of whether or not a quantum state was factorable.
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 information science and engineering (QISE) is rapidly gaining interest from those within many disciplines, and higher education needs to adapt to the changing landscape. Although QISE education still has a strong presence and roots in physics, the field is becoming increasingly interdisciplinary. There is a need to understand the presence of QISE instruction and quantum-related instruction across all disciplines in order to figure out where QISE education is already happening and where it could be expanded. Although there is recent work that characterizes introductory QISE courses, there is no holistic picture of the landscape of QISE and quantum-related education in the United States. To understand how QISE education is evolving, we analyzed course catalogs from 1456 U.S. institutions. We found 61 institutions offering QISE degree programs, mostly at Ph.D.-granting schools, with interdisciplinary programs being the most common. Physics, electrical and computer engineering, and computer science are the primary contributors to these programs. Across all institutions, we identified over 8000 courses mentioning “quantum,” mainly in physics and chemistry departments, but about one-third of institutions in our study had none. We also found over 500 dedicated QISE courses, concentrated in Ph.D.-granting institutions, primarily in physics, electrical and computer engineering, and computer science. Physics leads in offering both general quantum-related courses ( ∼ 4700 ) and QISE-specific courses ( ∼ 200 ). While quantum knowledge is often a prerequisite for QISE, there are efforts to make QISE education more accessible to students with less background in quantum mechanics. Across multiple disciplines, we also see that QISE topics are being introduced in courses not fully dedicated to QISE, which may be a productive strategy for increasing students’ access to QISE education. Our dataset and analysis provide the most comprehensive overview to date of quantum education across U.S. higher education. Additionally, this work is the first to address, in detail, the landscape of quantum content in two-year and community colleges and examines the largest set of MSIs in this context. We hope these findings will support and guide future efforts in curriculum design, workforce development, and education policy across the quantum ecosystem.
Abstract As the field of quantum information science and engineering (QISE) continues its rapid growth, there are increasing concerns about the workforce demands and the necessity of preparing students for quantum-related careers. Given the interdisciplinary nature of the field, it is necessary to offer diverse educational opportunities to ensure that students are well-prepared for careers emerging from the second quantum revolution. In this paper, we present our findings from a qualitative study involving semi-structured interviews with university QISE educators, who have taken on the challenges and opportunities in developing QISE courses and curricula for undergraduate and graduate students from different academic backgrounds. Our findings focus on common themes across undergraduate and graduate QISE education, as well as advising and mentoring students to prepare them for research in the field. The interviewees discussed the various strategies they had implemented, such as incorporating hands-on lab activities, integration of Python coding with Qiskit, and including project-based learning experiences. Furthermore, their reflections on mentorship and advising students emphasized the importance of recognizing students’ prior preparation, providing targeted resources, and supportive learning environments. Our findings are meant to provide guidance for educators looking to implement effective QISE educational strategies that address the changing landscape of quantum information revolution.
Abstract This comprehensive and self-consistent textbook presents quantum information science, a rapidly evolving interdisciplinary scientific field that will change modern computer science. The book is divided into four parts. The first part starts with a gentle introduction to some important mathematical concepts, followed by a discussion of computational models, linear algebra, and quantum mechanics. The second part explains more advanced topics of quantum mechanics, which are necessary to describe the decoherence of quantum states. The third part includes a presentation of entanglement, early quantum algorithms and quantum simulation, focussing on computational problems that quantum computers can solve faster than classical machines. The last part presents superconducting devices, a promising architecture for the implementation of quantum computers. With more than 200 figures and 100 exercises (with solutions), this book is ideal for a master’s course on quantum information processing. Readers starting a master’s program or a graduate course in physics, computer science, mathematics or quantum engineering will develop a good understanding of the fundamental concepts of the field.
A revolutionary technology impacting the field of science, engineering, and education is Quantum computing. Quantum Computing in education is a discipline regarding its application to teaching and learning. The focus of the paper is a bibliometric analysis of academic literature on quantum computing in education to identify the intellectual structure thereof, patterns of growth, and future research perspectives. It is based on the Scopus database as a primary source of data. It covers 104 relevant publications published during 2011-2025. They were sorted and analyzed with the help of Bibliometrix package and its Biblioshiny interface in R to show the annual trends of publications. The findings indicate that quantum computing education is becoming of academic interest, and the number of research materials is growing rapidly since 2020. The highly interdisciplinary nature, with engineering, computer science, physics, and social sciences, respectively, playing the dominant role. There is a transition towards more basic quantum concepts into applied educational concepts, such as curriculum development, engineering education, teaching practices, and student learning. The paper has an important implication for researchers, teachers, and policy formulators. It also outlines the direction of future research that can be used to advance the sustainable development of quantum computing education.