Quantum Education and Workforce Development

 

1. Introduction to Quantum Education

Education in quantum mechanics and quantum technologies is necessary to develop a skilled workforce to bring quantum technologies to market. The quantum industry is still in its infancy, but interest in quantum technologies is quickly growing in academia, start-ups, and university spin-offs, as well as big tech and defense companies, government labs, and national agencies. As an emerging industry, there is an opportunity to shape workforce development in quantum education. It is important to understand what needs to be taught but also how best to teach it. Quantum concepts can be counterintuitive and radically different from classical concepts that underlie our macroscopic world. Therefore, delivering effective education on quantum things requires careful consideration of pedagogy. Fundamental principles of quantum mechanics and quantum technologies are outlined as a basis for quantum education. Quantum technologies are inherently interdisciplinary, and therefore so must be approaches to teaching them . Quantum mechanics has long been taught primarily in physics departments. However, quantum technologies can benefit from wider training in experimental and applied disciplines at the intersection of science and engineering. A robust pipeline of quantum education across secondary schools, universities, and further in-career training is emerging, along with public outreach and engagement efforts. This pipeline and public discourse on quantum things can help bridge the entertainment/education gap. The current status is summarized and future directions outlined.

Key stakeholders in quantum education and public engagement with quantum things are identified. Universities, government agencies, quantum industry businesses, and the general public are the primary stakeholders. Education and outreach efforts are often collaborative activities involving partnerships between these stakeholders. In addition to being good for society, outreach efforts often have positive impacts on brand awareness, recruitment, and funding opportunities for each stakeholder. Importantly for education, general outreach and public engagement activities can help craft an effective quantum literacy strategy for a particular business or institution. Understanding how academics, researchers, and engineers engage with the public helps frame appropriate outreach activities and forms the foundation for a wider strategy. Outreach and educational activities should be designed to take advantage of the collaborative nature required by the stakeholders involved. Education on quantum things should address the needs of each stakeholder but be informed by pragmatic considerations on the limits of what can and should be taught.

1.1. Overview of Quantum Computing

Quantum computing is an emerging technology that has the potential to transform industries, create jobs, and address societal challenges. A quantum computer uses quantum bits, or qubits, as its fundamental unit of information. Qubits can exist in a state of 0, 1, or both 0 and 1 in superposition, enabling a quantum computer to process information differently than a classical computer. Furthermore, qubits can be entangled—occurrences of one qubit affect its entangled partners, regardless of the distance between them. Superposition and entanglement create an exponentially larger problem-solving space that gives quantum computers an edge over classical computers in computational power (Kushimo & Thacker, 2022). Quantum computing capabilities will benefit widely used applications, such as in chemistry, optimization, artificial intelligence, and machine learning, impacting various fields. Quantum computers would model quantum systems and chemical reactions with high accuracy, thus speeding up the discovery of new materials and drugs. They would also improve risk analysis in finance and traffic optimization in transportation and logistics.

The race to build scalable quantum computers is on, driven by the technological readiness level of quantum computing and related investments. Many large tech companies, start-ups, and national laboratories are developing several qubit implementations and have built prototypes with up to 256 real-time controllable superconducting qubits. Quantum hardware is benchmarked with random quantum circuit experiments for up to 100 qubits using superconducting technology. Efforts include building quantum computers based on different physical implementations of qubits. Educational efforts focus on quantum computing and quantum information science, particularly developing courses that provide students with the fundamental knowledge needed to pursue research in these fields. Professional development opportunities for educators are key to teaching quantum fundamentals to the next generation of scientists, researchers, engineers, and industry professionals. Quantum computing and quantum information science are new fields of research, and everything from concepts to applications needs to be developed and researched. However, the quantum knowledge and workforce gap needs to be considered, as this rapidly developing field also needs researchers, scientists, developers, and engineers.

2. Current Landscape of Quantum Education

An overview of the existing quantum education programs and courses is presented, based on a global survey of universities. With unprecedented investments in quantum science and technology by governments and industry, it is assessed how universities are responding to the quantum revolution through educational offerings. An overview of pedagogical approaches being implemented to teach the next generation quantum computing concepts is also provided. The quantum workforce needs are summarized, highlighting the importance of curriculum development that aligns with industry needs (Asfaw et al., 2021). The geographic distribution of quantum programs is reviewed, identifying leaders in the field. Research initiatives enhancing quantum education are explored. The necessity of continuously updating the curricula to keep pace with the rapidly evolving quantum technology landscape is discussed. Overall, a snapshot of the current status of quantum education around the world is provided, based on a comprehensive survey of existing programs. Existing programs and courses in quantum education are overviewed, based on a global survey of universities. With unprecedented investments in quantum science and technology by governments and industry, how universities are responding to the quantum revolution through educational offerings is assessed. An overview of pedagogical approaches being implemented to teach the next generation quantum computing concepts is also provided. The quantum workforce needs are summarized, highlighting the importance of curriculum development that aligns with industry needs (Asfaw et al., 2021). The geographic distribution of quantum programs is reviewed, identifying leaders in the field. Research initiatives enhancing quantum education are explored. The necessity of continuously updating the curricula to keep pace with the rapidly evolving quantum technology landscape is discussed. Overall, a snapshot of the current status of quantum education around the world is provided, based on a comprehensive survey of existing programs.

2.1. Universities Offering Quantum Programs

With advances in quantum technologies closely linked to progress in workforce and educational infrastructure, many universities have launched quantum computing education programs. Understanding the differences in educational program structures, specializations, and resources across these universities is important for students wanting to pursue quantum computing education. In addition, this may shed light on the evolution of quantum computing educational programs at these universities, as factors like faculty expertise and research output play a significant role in shaping quantum educational programs at universities. Partially filling this gap, quantum computing educational programs recently offered at several universities are discussed. Partnerships formed between universities and industry players and their importance in enriching the learning experience of students are reflected on. The nature of coursework, projects, and internships available to students is also discussed. Although still in their relative infancy compared to classical technologies, quantum computing educational programs at universities are expected to rapidly grow, illustrating the expanding educational infrastructure surrounding quantum technologies (Asfaw et al., 2021).

3. Challenges and Opportunities in Quantum Workforce Development

Addressing Challenges in the Development of a Quantum Workforce The need to develop a workforce in support of quantum technologies has been recently highlighted as critical for the continued growth of the industry (Hughes et al., 2021). There is a clear expectation that quantum technology will progress from laboratory demonstrations, proof-of-principle experiments, and early prototypes towards larger, commercially relevant systems capable of delivering valuable products or services. Such systems will require professional engineers and scientists to develop, build, test, and maintain them. There is also recognition in academia and industry that quantum skill gaps currently exist that must be filled. Most importantly, a workforce able to design and develop quantum mechanics-based solutions for real-world applications is presently lacking. While the skills needed vary widely depending on the specific technology, application, and job role, generally speaking, a knowledge base in quantum mechanics and/or quantum-inspired computer science is required. Opportunities in the Development of a Quantum Workforce The opportunities within continuing to develop workforce capabilities are also clear. Businesses that make the effort to ensure a well-trained workforce will reap the benefits. Professional development options should be carefully designed and be flexible enough to accommodate the different starting positions and desired end goals of individuals. Short training courses targeting specific skills could be relatively straightforward to implement. Educational programs that are longer in duration, such as degrees, may be more difficult to realize, but could be worthwhile for groups of similar incoming employees with the same co-funding employer. There is also the potential for academic institutions to play a critical role here. Continuing education could also combine quantum technology training with more generic skills that are broadly applicable across a range of technologies and industries. Such an approach would make an employee more versatile and marketable while also ensuring that the investment made in their education would be recouped, as they could more easily be employed elsewhere in the event that the quantum technology industry did not flourish. Finally, it should be remembered that any initial training for new entrants to the workforce should be seen as only the first step. Lifelong learning will be necessary to keep pace with new developments, as quantum technologies advance rapidly and emerging solutions will inevitably obsolesce older ones. In this respect, quantum technologies are no different from any other technology; therefore, the tools and approaches successfully applied in other domains could be used as models to emulate in the quantum context.

3.1. Skills and Training Needs

Quantum technology is set to create large numbers of jobs across industry sectors. Computer scientists and software engineers will be needed to design and write quantum algorithms, applications, and software stack. Physicists, electrical engineers, and other scientists and engineers will be needed for the design, development, and production of quantum hardware, entangled photon sources, detectors, and other quantum devices. A diverse set of skills and training is needed for quantum jobs spanning technical knowledge, problem solving and critical thinking, collaboration and communication, and softness skills like time management. A well-trained quantum workforce includes both people with strong engineering, computer science, or science backgrounds and people with purely quantum knowledge. A mix of educational routes is needed to create this quantum workforce. University courses and degrees in quantum computing and technology are one option, but they take time to develop and implement. Targeted training programs such as short online courses, workshops, hands-on labs, or summer schools can help those already with relevant degrees learn quantum skills. Universities and industry should partner to offer internships and projects that bring real-world quantum experience to students. To foster innovation, quantum industry should seek out people with varied backgrounds, education, and experiences. Because quantum technology relies on the intersection of science and engineering, it is vital that both paths be considered in workforce development efforts, and that outreach encourages both scientists and engineers to consider careers in quantum technology (Hughes et al., 2021).

An industry-wide perspective on quantum education and workforce development needs is presented, informed by a survey of the quantum industry. A summary of the skills and training currently needed in the quantum workforce is provided, and suggestions for how to address these needs and gaps directly are laid out. Key questions and considerations for quantum technology educators and trainers are also raised. With the appropriate foresight, education design, and industry-academia partnerships, quantum technology workforce needs can be met with trained quantum professionals ready to advance quantum technology for the benefit of all.

4. Best Practices in Quantum Education and Training

As the quantum revolution unfolds, the race to train the quantum workforce is on. Educational institutions are developing new quantum courses and programs to meet the rising demands of academia and industry. Education in emerging fields can benefit from the prior experiences of those who laid the groundwork for the current quantum renaissance. This section describes the best practices in quantum education and training that have been found to be most effective according to quantum course developers and instructors. It is focused on full-semester credit courses that are part of degree programs rather than short outreach courses or workshops. A discussion of generally applicable quantum education principles and practices is presented, along with successful models and examples at the end. As quantum education and training are new, many of the principles and practices discussed have had to be developed from scratch in a relatively short time. It is hoped that these insights will help educational reform in the quantum training and avoid pitfalls encountered elsewhere.

To build effective quantum programs and courses, it is necessary first to understand the target audience, what training is already available, and what is needed. When developing new quantum education initiatives, beginning with a quantum needs assessment is vital. This involves interviewing stakeholders such as faculty, researchers, and industry representatives regarding current efforts to hire, train, and implement quantum technologies and the associated strengths and gaps in the workforce. Consideration of the audience also means ensuring inclusivity and access to quantum education for all students regardless of socioeconomic status or background. This might involve partnering with local schools and investing in outreach activities (Asfaw et al., 2021). Ultimately, education should be focused on engaging students actively and involving them in the quantum community. For example, it is vital to incorporate active learning and student engagement techniques into quantum courses rather than relying on traditional lecture-based approaches. Having pedagogical experts involved with the course design is beneficial for making courses effective. It is also helpful to adopt quantum education practices that have worked well elsewhere.

4.1. Collaborations Between Academia and Industry

As quantum technology matures from research to commercial activity, a highly-skilled workforce is needed to support this new industry (Hughes et al., 2021). Because the quantum workforce is new, there will be opportunities to shape the new quantum education and training ecosystem. Partners in this ecosystem include universities, colleges, quantum companies, and government entities. Each type of partner has a unique role and perspective, and should work together and with an understanding of each other’s needs and concerns. This section focuses on the needs and education/ workforce development role of quantum companies, focusing on larger quantum companies and those who have or will soon have an in-house education and training effort. Technology development and commercialization requires a skilled workforce, and companies might need to hire many workers with specific skills and degrees in quantum physics—often from a small number of academic institutions. To address these challenges, partnerships between academic institutions and the quantum industry are critical.

There are many forms of collaboration between academia and industry. Some of the more common collaborations include internship programs, joint research projects, industry-sponsored research, and co-development of curriculum. For students, involvement with industry allows the opportunity to ground theoretical knowledge in practical application. For industry, student involvement often brings fresh perspectives on problems and tasks. While the needs of industry drive the focus of these activities, academic partners also benefit greatly from participation. Input from industry helps to ensure that curriculum is relevant. Networking opportunities help forge relationships with other companies that may be future clients or collaborators. In general, a good synergy exists between the needs of industry and the needs of students and schools. The success of such partnerships can usually be measured by the number of jobs or additional training offers received by students coming from the collaboration. Companies should be aware that often academic partners will want to publish the results of collaborative efforts, which may limit how sensitive information can be shared. As with most things, prospective partners should be aware of the various benefits and pitfalls before embarking on collaborative projects.

While academic outputs include papers, talks, and students with specific degrees, industry needs to ensure that products can be developed, built, or supported. A large concern for industry is ensuring that academic partners understand the timeliness of deliverables—often hoped-for education or training resources will be needed to support new technology development or contracts. If collaboration is not an option, it is critical that academia understand the needs of industry to ensure workforce pipelines. At their most basic level, jobs in quantum companies will need to align with available degrees and training options. Without some effort to align academic outputs with industry needs, the desired education and training resources may not be developed.

5. Future Trends in Quantum Education

The purpose of this section is to provide a general overview of anticipated future developments in quantum education. This includes the growing role of artificial intelligence in the quantum curriculum, as well as the effect that changing technology may have on teaching methods. Predictions regarding a rapidly growing market for quantum skills and knowledge will also be presented. New forms of education, online and hybrid models, are expected to emerge, and it will be important for educational programs to keep pace with changing technology. Some considerations regarding national or institutional policies that may play a role in determining the future shape of quantum education are also discussed.

Changes in quantum technology over the past 20 years have supported the development of new applications in industry and society. Key players, especially in the financial and governmental sectors, are beginning to invest heavily in an emerging quantum market. As a result, the global quantum workforce is expected to grow rapidly in the coming years and with this, an educational paradigm shift. These considerations are informed by reviewing past, present, and anticipated future trends in quantum education. Although many topics are covered, the focus is largely on quantum information science (QIS), which is taught with different emphases at different levels (K-12, B.S., M.S., Ph.D.) (Holincheck et al., 2024). Quantum technologies include quantum phenomena and applications outside the realm of information science. As these trends are presently emerging and expected to grow, they are highlighted as a formative discussion to call attention to possible shifts in quantum education that will need to be accommodated.

5.1. Emerging Technologies and Applications

New technologies emerge regularly within the quantum space, some innovations will have a larger impact on the future landscape of quantum applications – and hence education – than others. As everything from computers and the internet to telecommunications and national defense becomes more reliant on quantum technologies, the need for a well-trained quantum workforce will only grow. Still, a well-educated quantum workforce cannot be built overnight. It is critical to consider how academic curricula should be shaped to meet the educational demands new technologies create. The best path forward is to stay as informed as possible regarding new advancements, particularly those emerging in industries outside of traditional quantum tech, and how those advancements may require revisions to academic education (Holincheck et al., 2024). Although most quantum tech developments in the near future will take place within the STEM disciplines, it should be remembered that quantum technology may also have cross-disciplinary applications and therefore greatly influence non-STEM education. As industries far removed from quantum applications – yet heavily reliant on technology – like healthcare and finance begin to adopt quantum advancements, non-STEM fields may need to incorporate quantum education into their curricula as well. Perhaps most critically, it will be necessary to consider what global challenges quantum technologies are expected to address and what implications those expectations have for education at all levels. As currently envisioned, quantum technologies would play an essential role in detecting and modeling climate change, managing natural resources, maintaining global security, and enhancing pharmacological development. However, the ability to even approach these challenges using quantum applications presupposes that prior educational needs have been met.

References:

Kushimo, T. & Thacker, B., 2022. Investigating students' strengths and difficulties in quantum computing. [PDF]

Asfaw, A., Blais, A., R. Brown, K., Candelaria, J., Cantwell, C., D. Carr, L., Combes, J., M. Debroy, D., M. Donohue, J., E. Economou, S., Edwards, E., F. J. Fox, M., M. Girvin, S., Ho, A., M. Hurst, H., Jacob, Z., R. Johnson, B., Johnston-Halperin, E., Joynt, R., Kapit, E., Klein-Seetharaman, J., Laforest, M., J. Lewandowski, H., W. Lynn, T., Rae H. McRae, C., Merzbacher, C., Michalakis, S., Narang, P., D. Oliver, W., Palsberg, J., P. Pappas, D., G. Raymer, M., J. Reilly, D., Saffman, M., A. Searles, T., H. Shapiro, J., & Singh, C., 2021. Building a Quantum Engineering Undergraduate Program. [PDF]

Hughes, C., Finke, D., German, D. A., Merzbacher, C., M. Vora, P., & J. Lewandowski, H., 2021. Assessing the Needs of the Quantum Industry. [PDF]

Holincheck, N., L. Rosenberg, J., Zhang, X., Butler, T., Colandene, M., & W. Dreyfus, B., 2024. Quantum Science and Technologies in K-12: Supporting Teachers to Integrate Quantum in STEM Classrooms. [PDF]