Quantum Literacy in Secondary Education: Teacher Readiness and Implications for Professional Development

The rapid advancement of quantum technologies is moving quantum computing beyond research laboratories into broader educational contexts, creating new demands for secondary education. Developing quantum literacy requires targeted professional development, with educators acting as key mediators of complex scientific concepts. This study examines the readiness, attitudes, and engagement of 257 Greek secondary school teachers from diverse disciplinary backgrounds who participated in a 20-hour experiential seminar entitled “Introduction to Quantum Computing without Prerequisite Physics.” Using a structured post-intervention questionnaire, the study assessed teachers’ technological proficiency, attitudes toward quantum technologies, and overall seminar evaluation. Descriptive and multivariate analyses were employed to examine demographic influences, interrelationships among variables, and predictors of training satisfaction. The findings reveal broadly positive attitudes across all participant groups and high levels of satisfaction with the program. Technological proficiency and positive attitudes emerged as complementary, statistically significant predictors of seminar evaluation. Cluster analysis further identified a distinct profile of high-readiness educators, highlighting their potential role as early adopters of quantum literacy initiatives. Despite limitations related to self-reported data, the results provide empirical evidence that inquiry-based, gamified, and hands-on approaches can effectively support teachers’ conceptual understanding and instructional confidence without requiring advanced backgrounds in physics or mathematics. These findings underscore the critical role of targeted professional development in fostering inclusive quantum literacy and offer practical insights for designing scalable quantum education initiatives at the secondary level.