Modelling quantum curriculum innovation: a pilot study

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.