Quantum technologies are currently among the most promising technological developments, with quantum computing, in particular, playing a crucial role. This is accompanied by promising opportunities, but also new challenges for our society. However, quantum computing as a subject of computer science education is still at the very beginning. This paper aims to discuss quantum computing as a topic in computer science education and to make a first approach to central terms and ideas as well as their explanatory approaches. With the help of an explorative focus group interview with experts, five core ideas of quantum computer science are identified in this study. A literature review is then used to identify, categorize, and contrast different explanatory approaches for these ideas. The results thus contribute to making quantum computer science accessible for computing education and raise further questions for the computing education research community.
Quantum technologies are currently among the most promising technological developments, with quantum computing, in particular, playing a crucial role. This is accompanied by promising opportunities, but also new challenges for our society. However, quantum computing as a subject of computer science education is still at the very beginning. This paper aims to discuss quantum computing as a topic in computer science education and to make a first approach to central terms and ideas as well as their explanatory approaches. With the help of an explorative focus group interview with experts, five core ideas of quantum computer science are identified in this study. A literature review is then used to identify, categorize, and contrast different explanatory approaches for these ideas. The results thus contribute to making quantum computer science accessible for computing education and raise further questions for the computing education research community.
Abstract Quantum computing is a rapidly developing technology, and we are experiencing an urgent need for experts in the field. However, there is a lack of traditions, research, and development on to what extent, and how, information technology students without a background in physics should be taught quantum physics. This paper contributes to the field by suggesting key topics in a course for information technology students on the master’s level. We have identified a core content of eight key topics, ranging from content purely from quantum physics and the formalism of quantum mechanics to its use in quantum algorithms and coding. The proposed content forms part of a master’s course developed for information technology students at Oslo Metropolitan University, Norway. By means of group interviews and questionnaires to students, the students’ experiences of the course are investigated. Results indicate that information technology students are capable, and interested in, learning quantum physics for the purpose of education in quantum computing. An integrated approach, where students learn quantum physics and quantum computing in the same course is found to work well for most students. However, as the challenge is extensive for some, it is important to make the purpose of each component of the content clear.
Modern technologies and innovations are making an impact on all areas of our lives. Among them, quantum computing stands out as one of the most advanced and promising fields. While traditional computers have certain limitations, quantum computing offers the ability to reach new heights. Quantum computers can solve complex problems quickly and efficiently. The ability to perform multiple calculations simultaneously using qubits is increasing the demand for quantum technologies. Today's students have the opportunity to become future specialists who will develop and manage these technologies. For students studying English, mathematics, computer science, and physics, learning quantum computing technologies will not be difficult and will further enhance and deepen their understanding of these subjects. This article discusses the basic concepts of quantum computing, the opportunities it offers students in education and research, and its impact on society.
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.
Quantum Computing is an exciting field that draws from information theory, computer science, mathematics, and quantum physics to process information in fundamentally new ways. There is an ongoing race to develop practical/reliable quantum computers and increase the quantum workforce. This needs to be accompanied by the development of quantum computing programs, courses and curricula coupled with the development and adoption of evidence-based materials and pedagogies to support the education of the next generation of quantum information scientists and workforce. At our university, we introduced an introductory course in Quantum Computing to undergraduate students and conducted a case study to investigate the strengths and difficulties of these students in quantum computing after taking the introductory course. Our goal is to contribute to the improvement of quantum computing education while understanding the topics that the students find easy to comprehend and topics that are difficult to comprehend. We conducted a series of interviews to identify these strengths and difficulties. This investigation is essential to help train the next generation of quantum scientists and researchers because it gives information and direction to quantum computing education, and it also helps us to develop research-based teaching and learning materials. We report on the results of these interviews and our initial work on the development of evidence-based materials for teaching an introductory course in Quantum Computing.
The rapid growth of quantum information science and technology (QIST) in the 21st century has created both excitement and uncertainty about the field's trajectory. This qualitative study presents perspectives from leading quantum researchers, who are educators, on fundamental questions frequently posed by students, the public, and the media regarding QIST. Through in-depth interviews, we explored several issues related to QIST including the following key areas: the current state of quantum computing in the noisy intermediate-scale quantum (NISQ) era and timelines for fault-tolerant quantum computers, the feasibility of personal quantum computers in our pockets, and promising qubit architectures for future development. Our findings reveal diverse yet convergent perspectives on these issues. While experts agree that the current machines with physical qubits that are being built currently should be called quantum computers, most estimated that it will take a decade to build a small fault-tolerant quantum computer, and several decades to achieve scalable systems capable of running Shor's factoring algorithm with quantum advantage. Regarding carrying a quantum computer in the pocket, experts viewed quantum computers as specialized tools that will remain in central locations such as data centers and can be accessed remotely for applications for which they are particularly effective compared to classical computers. Quantum researchers suggested that multiple platforms show promise, with no clear winner emerging. These insights provide valuable guidance for educators, policymakers, and the broader community in establishing realistic expectations for developments in this exciting field. Our findings can provide valuable information for educators to clarify student doubts about these important yet confusing issues related to quantum technologies.
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.