Building a Quantum Information and Cybersecurity Workforce for the Future

Worcester Polytechnic Institute (WPI) researchers Jun Dai and Xiaoyan “Sherry” Sun have launched a three-year, online teacher-training project funded by a $600,000 National Science Foundation grant (July 22, 2026). The initiative is designed to help high school instructors bring two fast-growing fields—quantum information science and cybersecurity—into everyday classroom instruction.

The program targets 10 high school STEM teachers each year, for a total of 30 participants nationwide. By starting with the educators who already shape student learning, WPI aims to accelerate early exposure to emerging technologies while reducing the intimidation barrier often associated with advanced topics.

Each cohort will begin with self-paced study, followed by a six-week summer session. That intensive block blends structured instruction with research-oriented training. Teachers will also develop implementable curriculum, including lesson plans that translate abstract concepts into classroom-ready learning sequences.

A central focus is investigating how artificial intelligence (AI) tools and gamification can improve understanding of quantum computing and cybersecurity. Instead of treating these subjects as disconnected “facts,” the approach emphasizes guided experimentation, iterative problem solving, and learning activities that mirror how technical systems are actually analyzed.

For quantum topics, instructors will explore ways to teach key ideas such as measurement, information encoding, and algorithmic intuition without requiring students to master advanced mathematics first. For cybersecurity, the curriculum-building process emphasizes threat thinking, secure reasoning, and hands-on practice with concepts that connect directly to real-world digital risk.

The research component is not purely theoretical. Teachers will be encouraged to participate in ongoing investigations alongside the WPI team, with the expectation that findings can be shared through published work and classroom-focused dissemination.

Dai, the project’s principal investigator, argues that teacher training is the most effective mechanism for transferring expertise at scale. Sun adds that educators can convert technical knowledge into clearer narratives, then extend the impact further by sharing effective methods with peers.

The project builds on WPI’s prior experience in cybersecurity education and workforce development. Dai and Sun have supported federally funded initiatives such as GenCyber and helped implement the National Cybersecurity Teaching Academy, which provides graduate-certificate education for high school teachers.

They have also collaborated on national efforts including DRIFT, aimed at integrating cybersecurity and AI for U.S. automotive innovation, and SWEEPS, which focuses on secure software development practices. Together, these efforts align with the new program’s goal: make advanced science feel accessible, engaging, and actionable for students.