A Framework for Curriculum Transformation in Quantum Information Science and Technology Education

TL;DR

This paper introduces the Quantum Curriculum Transformation Framework (QCTF), a decision-tree based model designed to systematically transform and structure QIST curricula by aligning topics, skills, goals, and teaching methods.

Contribution

It presents a novel, pragmatic framework for curriculum transformation in QIST education, integrating science education research into practical teaching strategies.

Findings

Framework applied to quantum teleportation example

Clearer definition of educational goals and outcomes

Structured approach to curriculum development in QIST

Abstract

The field of Quantum Information Science & Technology (QIST) is booming. Due to this, many new educational courses and university programs are needed in order to prepare a workforce for the developing industry. Owing to its specialist nature, teaching approaches in this field can easily become disconnected from the substantial degree of science education research which aims to support the best approaches to teaching in Science, Technology, Engineering & Mathematics (STEM) fields. In order to connect these two communities with a pragmatic and repeatable methodology, we have synthesised this educational research into a decision-tree based theoretical model for the transformation of QIST curricula, intended to provide a didactical perspective for practitioners. The Quantum Curriculum Transformation Framework (QCTF) consists of four steps: 1. choose a topic, 2. choose one or more targeted skills, 3. choose a learning goal and 4. choose a teaching approach that achieves this goal. We show how this can be done using an example curriculum and more specifically quantum teleportation as a basic concept of quantum communication within this curriculum. By approaching curriculum creation and transformation in this way, educational goals and outcomes are more clearly defined which is in the interest of the individual and the industry alike. The framework is intended to structure the narrative of QIST teaching, and with future testing and refinement it will form a basis for further research in the didactics of QIST.