QSFS Evidence and Source Register
Pilot draft v0.1 • October 2026 • For school review · Sources checked October 2026; recheck time-sensitive guidance before reuse.
None of these sources validates QSFS. QSFS has no established outcome studies or institutional endorsements, and makes no claim to improve mental health, prevent anxiety or close the digital divide.
| Type | Source | What it says | Limits |
|---|---|---|---|
| Guidance | ASD — Planning for post-quantum cryptography | Recommends planning by end 2026, starting transition by end 2028 and completing by end 2030. | Guidance milestones for organisations within scope; not a blanket school law and not a prediction of a quantum breakthrough. |
| Guidance | ASD — Quantum technology primer: computing | Describes a future conditional threat to certain public-key methods; states no cryptographically relevant quantum computer currently exists (2026 guidance). | Time-sensitive; recheck before reuse. |
| Standards | NIST Post-Quantum Cryptography project | First principal standards (2024): ML-KEM for key establishment; ML-DSA and SLH-DSA for digital signatures. PQC runs on conventional computers. | Not every selected algorithm is final; standardisation is not proof any service has migrated. |
| Strategy | National Quantum Strategy | Strategic national context including skills and education. | Context only; does not make QSFS compulsory or a certification. |
| Policy scope | PSPF — applying the framework | Defines which entities the PSPF applies to. | Scope matters: do not apply automatically to every school. |
| Policy | PSPF 2026 release | 2026 requirements for in-scope Commonwealth entities. | Not automatically applicable to schools. |
| Policy (Vic government schools) | Department — Technologies and ICT services policy | Technology policy for Victorian government schools, including use of Department technologies where available. | Applies in its scope; not automatically to independent or Catholic schools. |
| Policy (Vic government schools) | Department — Software and administration systems (Arc/ST4S) | Software review route including ST4S; existing software-review milestones include end 2028. | ST4S assessment is a security/privacy assessment, not educational endorsement. |
| Policy (Vic government schools) | Department — Generative AI policy | Requires accessible/inclusive implementation, privacy safeguards, restricts personal-information uploads and recommends considering de-implementation. | Consult the full policy for any proposed use; recheck before delivery; other sectors differ. |
| Policy | Department — FISO 2.0 | Centres learning and wellbeing in school improvement. | Policy alignment, not proof of QSFS effectiveness. |
| Research approval | Department — Conduct research (RISEC) | Approval requirements for research in Victorian government schools; research for commercial or material gain will not be approved. | Anonymous responses or principal permission alone do not establish exemption; QSFS does not promise approval. |
| Research | AERO/MCRI — School readiness for change (2024) | Community understanding, leadership, resources, training and continuing support shape readiness. | Early-primary context; transfer to QSFS is a design choice. |
| Research | AITSL — Teacher wellbeing and career intentions | Links teacher wellbeing with work demands and career intentions. | Does not show a QSFS workshop improves wellbeing. |
| Framework | eSafety Best Practice Framework | Children’s rights, participation and whole-school support. | Framework guidance, not QSFS evaluation. |
| Policy | Making SPACE for Learning | Relational safety and predictable learning environments. | QSFS does not offer trauma treatment or identify students as traumatised. |
| Research | Bastani et al., PNAS 2025 | RCT, ~1,000 Türkiye high-school maths students: GPT-4 interface improved assisted practice; unaided exam performance worse than control; safeguards largely mitigated harm. | Context-specific; not proof that all AI harms learning. |
| Research | AI tutor RCT, Scientific Reports 2025 | A deliberately designed AI tutor outperformed the studied in-class condition in a Harvard physics course. | University participants, selected content, short-term measures. |
| Guidance | UNESCO — Guidance for generative AI in education | Human agency, inclusion, diversity and privacy as design priorities. | Guidance, not trial evidence. |
| Framework | Australian Framework for Generative AI in Schools | Covers teaching and learning, wellbeing, transparency, fairness, accountability, privacy/security. 2024 review endorsed June 2025. | Not approval of any product; use alongside sector requirements. |
| Teaching research | De La Cruz et al. 2026, EPJ Quantum Technology | 209 self-selected US grades 10–12 students in six 25-hour summer programs showed pre/post gains. | No comparison group or retention evidence; not QSFS validation. |
| Teaching research | Einstein-First 2023 | Six Australian schools, 315 students Years 3–10: feasibility of broader modern-science teaching. | Not evidence of quantum-algorithm mastery. |
| Teaching research | Ghimire et al. 2025, EPJ Quantum Technology | Teacher perceptions of quantum education. | Self-selected teachers; not a representative student trial. |
| Teaching research | Holincheck et al. 2024, Education Sciences | Qualitative study of 49 teachers: enthusiasm and barriers. | Qualitative, small sample. |
Quantum-Safe Futures for Schools Framework (QSFS), founded by Michelle Magalona. Pilot draft v0.1 • October 2026 • For school review. Format: Markdown (.md).