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This paper introduces a novel educational framework that bridges foundational quantum concepts with rigorous software engineering practices like testing and lifecycle management. By focusing on executable artifacts and empirical reasoning, the course demonstrates how early-stage competence in building robust quantum applications can be achieved even by students without prior exposure to these specific methodologies. The work addresses a critical gap where current training often prioritizes algorithms over the practical tooling required for scalable development.
A Course on the Introduction to Quantum Software Engineering: Experience Report
arXiv:2602.07589v3 Announce Type: replace-cross Abstract: Quantum computing is increasingly practised through programming, yet most educational offerings emphasize algorithmic or framework-level use rather than software engineering concerns such as testing, abstraction, tooling, and lifecycle management. This paper reports on the design and first offering of a cross-listed undergraduate--graduate course that frames quantum computing through a software engineering lens, focusing on early-stage competence relevant to software engineering practice. The course integrates foundational quantum concepts with software engineering perspectives, emphasizing executable artifacts, empirical reasoning, and trade-offs arising from probabilistic behaviour, noise, and evolving toolchains. Evidence is drawn from instructor observations, supplemented by anonymous student feedback, a background survey, and inspection of student work. Instructor observations and inspected work artifacts indicated that students with little prior exposure could engage with quantum software engineering topics after foundational quantum concepts had been introduced using executable artifacts. The contribution is the systematic software engineering framing and sequencing of the course, its mixed-level assessment design, and practice-grounded lessons from an actual offering; the report does not estimate causal learning effects.
Abstract:Quantum computing is increasingly practised through programming, yet most educational offerings emphasize algorithmic or framework-level use rather than software engineering concerns such as testing, abstraction, tooling, and lifecycle management. This paper reports on the design and first offering of a cross-listed undergraduate--graduate course that frames quantum computing through a software engineering lens, focusing on early-stage competence relevant to software engineering practice. The course integrates foundational quantum concepts with software engineering perspectives, emphasizing executable artifacts, empirical reasoning, and trade-offs arising from probabilistic behaviour, noise, and evolving toolchains. Evidence is drawn from instructor observations, supplemented by anonymous student feedback, a background survey, and inspection of student work. Instructor observations and inspected work artifacts indicated that students with little prior exposure could engage with quantum software engineering topics after foundational quantum concepts had been introduced using executable artifacts. The contribution is the systematic software engineering framing and sequencing of the course, its mixed-level assessment design, and practice-grounded lessons from an actual offering; the report does not estimate causal learning effects.
Accepted at the Quantum Science and Engineering Education Conference (QSEEC26), collocated with QCE26. Revised after peer review with clearer course mapping and tighter evidence claims
Software Engineering (cs.SE); Computers and Society (cs.CY); Emerging Technologies (cs.ET); Quantum Physics (quant-ph)
arXiv:2602.07589 [cs.SE]
(or arXiv:2602.07589v3 [cs.SE] for this version)
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