The Journal of Disciplinary and Interdisciplinary Science Education Research (DISER) announces a special issue on “Quantum Thinking in STEM Education: Conceptual, Epistemic, and Pedagogical Challenges”. Since its birth in the early 20th century, quantum theory has underpinned revolutionary technologies, such as atomic clocks and electron microscopes. Today, quantum computing is transforming the foundations of computation from classical to quantum systems. Beyond its technological impact, quantum theory offers a fundamentally new framework for reasoning and scientific inquiry, challenging traditional notions of observation, and reflecting the intrinsic uncertainty in nature. Recognizing its significance, the year 2025 has been designated as the International Year of Quantum Science and Technology.

While increasing attention has been given to advancing quantum instruction at the tertiary level, there remains limited integration of quantum theories and reasoning skills across the broader STEM education landscape, particularly in K–12 classrooms. This gap represents a missed opportunity to equip learners at all levels with the scientific literacy and epistemic tools essential for participating in a quantum-literate society and pursuing careers in STEM.

As quantum education is a relatively new area of educational research, this special issue welcomes a broad range of research that explores efforts to introduce quantum concepts or related reasoning practices across K-12, undergraduate, graduate, and teacher education contexts. We invite contributions that examine the conceptual, epistemological, and pedagogical challenges involved in making quantum science accessible, meaningful, and educationally productive for diverse learners. Possible questions include, but are not limited to: What progress has been made in quantum education, and what difficulties remain? What instructional approaches are appropriate for introducing quantum science in K–12 classrooms? What reasoning skills support or hinder learners’ understanding of quantum science? How can STEM teachers be prepared with the quantum literacy needed to support learners in a rapidly changing world?

The Journal of Disciplinary and Interdisciplinary Science Education Research (DISER) promotes scholarship in education within and across science disciplines. DISER publishes original empirical, conceptual and policy studies reflecting the latest developments in science education from disciplinary and interdisciplinary perspectives. DISER bridges the divide and facilitates dialogue between formal and informal, disciplinary and interdisciplinary, K-12 and post-secondary, as well as English-speaking and non-English speaking country science education.

Selection Process

Scholars interested in the special issue should submit a five-page proposal (single-spaced, including references, author affiliation, and contact information) by September 1, 2026. The guest editor, Dr. Jianlan Wang, from Texas Tech University, and DISER co-editors-in-chief, will review proposals. The editorial team for the special issue will select up to 10 proposals to develop into full papers.

Publication Timelines

Authors will be notified whether their proposals are accepted by October 1, 2026. The publication timeline is as follows.

• May 1, 2026: Call for special issue papers is released
• September 1, 2026: Deadline for proposal submission
• October 1, 2026: Invitations for full manuscript submissions
• January 1, 2027: Deadline for full manuscript submissions
• March 1, 2027: Initial manuscript decisions
• June 1, 2027: Deadline for submission of revised manuscripts
• August 1, 2027: Second round of manuscript decisions
• September 1, 2027: Deadline for submission of final manuscripts
• November 1, 2027: Publication of the special issue

Submission Guidelines:

Proposals should be submitted to jianlan.wang@ttu.edu and accompanied by a cover letter indicating that the manuscript is a “Special Issue” submission. Authors must follow DISER manuscript guidelines (see: link) to prepare and submit full papers to the DISER journal website.

Inquiries concerning the suitability of possible contributions to this special issue should be sent by email directly to:

Jianlan Wang, Guest-Editor

College of Education

Texas Tech University

3002 18^th St.

Lubbock, TX, 79409

U.S.A.

jianlan.wang@ttu.edu