https://doi.org/10.1140/epjqt/s40507-025-00406-6
Research
Mapping quantum industry demands to education: a critical analysis of skills, qualifications, and modalities
1
Quantum AI Lab, Fractal Analytics, 122003, Gurugram, Haryana, India
2
Department of Physics and Astronomy, University College London, Gower Street, WC1E 6BT, London, United Kingdom
3
AI Research Centre, Woxsen University, 502345, Hyderabad, Telangana, India
a
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Received:
25
April
2025
Accepted:
11
August
2025
Published online:
29
August
2025
Quantum technologies and computing are an emerging area which offers a new paradigm to solve complex problems using the principles of quantum mechanics, where classical computing faces limits. Due to the advantages of quantum computers, today, there are several industries focusing on different aspects of quantum technologies based on their physics to explore the most efficient and useful platform for implementing applications. Since the scope of the quantum companies is diverse, it is important to understand the education, skills, and qualifications required for different job roles, as this will aid global educational institutions in constructing concentrated disciplines in this field. This paper provides a detailed critical analysis of different job descriptions for education, skills and qualifications. Most of the qubit modalities, such as superconducting, semiconducting, topological, nitrogen-vacancy centres, ion-traps, neutral atoms, and photonics, have been covered. Additionally, quantum software domains such as quantum machine learning, cryptography and error corrections have been discussed with fields such as quantum sensors and metrology. Finally, based on the patterns, recommendations are given to enable better preparation of skills and infrastructure for educational institutes and individuals who would like to pursue a career in the field of quantum technologies.
Key words: Quantum technologies / Quantum education / Quantum industry analysis / Quantum job market analysis / Quantum career pathways
© The Author(s) 2025
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