As quantum technologies become increasingly important in science and industry, making quantum communication more accessible to younger generations is essential. Previous theories and studies have shown that individuals learn differently based on factors such as prior learning experiences, cognitive abilities, or motivation. An educator can influence the learning process to a certain extent, for example by creating a positive atmosphere or by structuring the learning unit according to proven didactic principles. Our pilot study, which surveyed students from multiple schools about their experience with a 90-minute learning module on quantum communication, revealed that some students struggled to grasp the basic concepts, while others expressed interest in exploring the topic further.

To address these diverse learning needs, we are developing a digital learning platform to be integrated into 90-minute modules for secondary school physics and computer science classes (grades 10–12).The learning room provides an adaptive, constructivist and flexible learning structure based on the constructivist learning theory and the 5-E-instructional model. By presenting a variety of materials, students can select the level of depth they wish to explore, fostering a hands-on and personalized learning experience.

The development process follows an iterative approach, with continuous evaluation through pilot tests and feedback from students and educators. The aim is to support teachers in their teaching task and also to raise students' interest in the field of quantum communication. The ongoing development of this digital learning room is described in the paper.

Future phases will include an impact analysis to assess how the platform influences students' motivation, interest in quantum technologies, and potential career aspirations in the field.

Keywords: Quantum communication, STEM, secondary school students, digital learning.