https://doi.org/10.1140/epjqt/s40507-026-00476-0
Research
Modelling quantum curriculum innovation: a pilot study
1
Department of Physics and Research Center OPTIMAS, 67663, Kaiserslautern, Germany
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Embedded Intelligence, German Research Center for Artificial Intelligence, 67663, Kaiserslautern, Germany
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Department of Management, Aarhus University, 8000, Aarhus, Denmark
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Faculty of Nuclear Sciences and Physical Engineering, Czech Technical University in Prague, 115 19, Prague, Czech Republic
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Chair of Physics Education, Faculty of Physics, Ludwig-Maximilians-Universität München (LMU Munich), 80539, Munich, Germany
6
Institute for Didactics of Physics, University of Münster, 48149, Münster, Germany
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Received:
7
November
2025
Accepted:
2
February
2026
Published online:
9
February
2026
Abstract
As educational programs in Quantum Information Science and Technology (QIST) continue to expand, there is an opportunity to strengthen dialogue between educational researchers (especially discipline-based education researchers) and teaching staff. Building on our prior curriculum transformation framework, we designed a practical guide comprising 17 design considerations for teaching. To investigate whether, why, and how these considerations support pedagogical (didactical) innovation, we facilitated structured, guided reflections with 12 multinational QIST course providers. Thematic analysis indicated that the 17 considerations were broadly well accepted and that the guided reflection was valued; participants also suggested refinements and identified additional considerations not captured by the framework. As a pilot study, we offer initial insights about mechanisms that may enable or hinder innovation in QIST. We update the framework in light of the findings and outline avenues for future research and practice.
Key words: Quantum Information Science and Technology / Curriculum Development / Competence Framework / Thematic Analysis / Didactical Innovation
Supplementary Information The online version contains supplementary material available at https://doi.org/10.1140/epjqt/s40507-026-00476-0.
© The Author(s) 2026
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