Key topics, motivations, and approaches for quantum physics instruction in Italian secondary schools: a teachers’ perspective

Abstract Quantum Physics (QPs) is increasingly being integrated into secondary school curricula across Europe; however, its practical implementation remains challenging. This study investigates the views of 165 Italian high school teachers on the inclusion of QP in secondary education, using a structured questionnaire addressing four research questions: whether QP should be taught, why it is important, what core topics and experiments should be prioritised, and how it should be taught. Teachers’ responses were compared with expert views, which we investigated in a previous study. While teachers broadly support QP instruction, they report insufficient curricular time and inadequate preparation as major obstacles. Cultural motivations emerged as the primary rationale for including QP in the curriculum, but the growing relevance of quantum technologies and the need to address quantum misinformation were also acknowledged. In terms of content, teachers tended to prioritise topics and examples from ‘old quantum physics’, reflecting textbooks treatments and national guidelines. Regarding teaching methods, most reported relying on quasi-historical narratives, although with low consensus about their appropriateness. Finally, teachers expressed interest in professional development opportunities and indicated some specific areas of interest. The findings of this study may serve as a guide for targeted teacher training.