Teacher readiness and professional development implications for quantum literacy in secondary education

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 secondary school teachers who participated in a 20-h 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 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. The study discusses these findings in relation to the UTAUT2 model as a direction for future research on the transition from teacher training to sustained instructional innovation in the quantum era.