This study investigates the landscape of quantum computing education through the lens of higher education faculty at Minority Serving Institutions. By examining data from participants in a specialized quantum computing workshop, we identify key factors influencing both educator proficiency and pedagogical effectiveness. The study uses principal component analysis, exploratory factor analysis, and correlation analysis to reveal latent patterns and interconnections in quantum education practices. The findings of the principal component analysis highlight dimensions such as technical knowledge, instructional support, and hands-on experiential learning, while the exploratory factor analysis uncovers latent constructs related to mentorship, inclusive pedagogy, and technical mastery. Correlation analysis shows strong relationships between faculty confidence and their grasp of core quantum concepts, such as quantum gates, multi-qubit states, and quantum algorithms, emphasizing the cascading effect of mastering foundational topics. The workshop significantly enhanced participants’ understanding of quantum frameworks and practical applications. Gender-based analysis revealed that male participants reported higher confidence boosts, suggesting the need for targeted support. This research also underscored the importance of industry collaborations and research integration in quantum curricula. These findings provide actionable insights for curriculum design and professional development, emphasizing the need to balance technical competencies, hands-on engagement, and sustained mentorship to foster a diverse quantum workforce.
This study investigates the landscape of quantum computing education through the lens of higher education faculty at Minority Serving Institutions. By examining data from participants in a specialized quantum computing workshop, we identify key factors influencing both educator proficiency and pedagogical effectiveness. The study uses principal component analysis, exploratory factor analysis, and correlation analysis to reveal latent patterns and interconnections in quantum education practices. The findings of the principal component analysis highlight dimensions such as technical knowledge, instructional support, and hands-on experiential learning, while the exploratory factor analysis uncovers latent constructs related to mentorship, inclusive pedagogy, and technical mastery. Correlation analysis shows strong relationships between faculty confidence and their grasp of core quantum concepts, such as quantum gates, multi-qubit states, and quantum algorithms, emphasizing the cascading effect of mastering foundational topics. The workshop significantly enhanced participants’ understanding of quantum frameworks and practical applications. Gender-based analysis revealed that male participants reported higher confidence boosts, suggesting the need for targeted support. This research also underscored the importance of industry collaborations and research integration in quantum curricula. These findings provide actionable insights for curriculum design and professional development, emphasizing the need to balance technical competencies, hands-on engagement, and sustained mentorship to foster a diverse quantum workforce.
This paper explores the integration of quantum computing (QC) into STEM curriculum education at higher education institutions, focusing on the dual objectives of workforce training and advancing cutting-edge research into curriculum development and hands-on labs. As the field of quantum computing rapidly evolves, there is a pressing need to equip minority students from diverse backgrounds with the skills necessary to participate in this transformative industry.The paper explores the process of developing a robust QC curriculum that combines theoretical foundations with practical, hands-on learning opportunities in personalized learning environments. It highlights initiatives aimed at equipping students with the skills necessary for conducting groundbreaking research in quantum computing. Through partnerships with academic institutions and industry collaboration, these programs aim to provide students with real-world exposure and mentorship. The findings emphasize the importance of inclusive education in the preparation of a diverse workforce capable of contributing to the future of quantum computing, innovation and application.
This poster explores strategies for supporting quantum computing education in academic libraries and invites collaborative discussion on building sustainable support models. As quantum computing emerges as a transformative technology with potential to solve complex research questions across disciplines, institutions of higher education must develop effective and scalable support frameworks. Successful integration of quantum computing education and support may position institutions at the forefront of breakthrough computational research and confer benefits such as strengthening the institutional ability to attract top faculty and students, boost workforce development, and deliver a competitive advantage for funding opportunities. We present our initial framework for quantum computing support developed at the University Libraries, University of Alabama. Our instructional model employs backward design principles, emphasizing hands-on engagement with open-source quantum development tools and focusing on transferable computational thinking skills that extend beyond specific tools. Our approach centers on workshops that prioritize achievable learning outcomes tailored to diverse student backgrounds, incorporate active learning strategies, and emphasize real-world applications to build quantum literacy across disciplines. Both our successes and ongoing challenges are shared to inform broader discussions. More broadly, we invite engagement with our framework and discussion across four critical dimensions of emerging technology support including pedagogical approach, assessment strategies, technology platforms and infrastructure, and collaborative support models. Pedagogically, we seek to explore which instructional methods most effectively build quantum computing literacy for students with diverse academic backgrounds as well as strategies to strike the balance between theoretical foundations and hands-on practice. With assessment, we seek meaningful assessment approaches that can address varied student backgrounds and account for steep learning curves accompanying emerging technologies. For technology, we endeavor to discover which platforms will work best within higher education and ensure access and reliability for students and educators on a broad scale. And finally, we seek to examine how academic libraries and other units collaborate to build sustainable, coordinated support infrastructure. As quantum computing and other emerging technologies reshape higher education, academic libraries may be uniquely positioned to lead support for quantum computing by democratizing access to computational resources and bridging gaps between research, instruction, and student success. To that end, we invite discussion on how academic libraries can help to build sustainable, adaptable, and collaborative models to support quantum computing. We seek experiences, challenges, and strategies to inform best practices while aligning with library and other campus computing efforts and meeting the evolving needs of students.
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 information science and engineering (QISE) is advancing rapidly, creating an urgent demand for a quantum-literate, technically proficient workforce. Despite this need, quantum education initiatives remain fragmented across regions, educational levels, and instructional approaches, which constrains their scalability and overall impact. This paper offers a structured analysis of the current quantum education ecosystem by synthesizing global initiatives, pedagogical strategies, and emerging trends. Quantum education is examined through a dual framework that considers both learner progression and instructional methodology, emphasizing the evolution of educational approaches from conceptual exposure to formal reasoning and practical application. Analysis of data from international programs and academic literature reveals key challenges, including inequitable access, absence of standardized curricula, limited empirical evaluation, and discontinuities between educational stages. Quantum education is more accurately conceptualized as a non-linear ecosystem rather than a traditional pipeline, characterized by multiple entry points, feedback mechanisms, and critical transition gaps. Based on this perspective, directions are proposed for developing more coherent, inclusive, and scalable educational frameworks that align with workforce requirements and technological progress. This work presents a unified perspective on the quantum education landscape and outlines actionable strategies to enhance global quantum literacy and workforce preparedness.
In response to numerous programs seeking to advance quantum education and workforce development in the United States, experts from academia, industry, government, and professional societies convened for a National Science Foundation-sponsored workshop in February 2024 to explore the benefits and challenges of establishing a national center for quantum education. Broadly, such a center would foster collaboration and build the infrastructure required to develop a diverse and quantum-ready workforce. The workshop discussions focused on how a center could uniquely address gaps in public, K-12, and undergraduate quantum information science and engineering (QISE) education. Specifically, the community identified activities that, through a center, could lead to an increase in student awareness of quantum careers, boost the number of educators trained in quantum-related subjects, strengthen pathways into quantum careers, enhance the understanding of the US quantum workforce, and elevate public engagement with QISE. Core proposed activities for the center include professional development for educators, coordinated curriculum development and curation, expanded access to educational laboratory equipment, robust evaluation and assessment practices, network building, and enhanced public engagement with quantum science.
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.