Readiness and challenges of developing countries in the global quantum revolution

Quantum Education (QE) has gained worldwide importance due to the fast development of Quantum Information Science and Engineering (QISE). As per the strategy, quantum technology may spur innovation across industries and boost economic growth. Quantum computing research output and investment differ between developing and industrialized countries, highlighting the need for targeted efforts to close the gap. Consequently, while developed nations have advanced much in quantum research and development, underdeveloped countries still confront resource restrictions, limited infrastructure, and knowledge gaps hindering QE. This paper systematically reviews the environment, difficulties, and solutions for QE in developing countries. QE projects in numerous countries are examined, emphasizing tertiary education and institutes that provide quantum-related courses. A roadmap includes identifying learning goals, building thorough courses, encouraging collaboration, using online platforms, and evaluating and giving feedback. Transdisciplinary learning, hands-on experience, and ongoing learning are emphasized in training quantum workers. International cooperation and partnerships encourage knowledge exchange and resource allocation. The research suggests that underdeveloped nations must work together to overcome obstacles and realize quantum education’s revolutionary potential. Policymakers, educators, and stakeholders can enable these countries to engage in the quantum revolution by executing the equitable quantum technology access roadmap. The general objective of this systematic review is to analyze the current state of quantum education in developing countries, identifying challenges, gaps, and strategies to promote its implementation. The specific objectives are to: (1) identify and classify academic initiatives and research centers in quantum education across emerging economies; (2) examine the infrastructural, financial, and policy barriers hindering quantum workforce development, including digital connectivity and teacher preparedness; (3) compare quantum readiness across countries and regions using educational, scientific, and technological indicators; and (4) propose strategic guidelines for equitable global quantum advancement through curriculum reform, international collaboration, and workforce policy.