CONCLUSION
In order to find pertinent research on the adoption of digital education and its effects on students who are incarcerated, we conducted extensive consultations when conducting this review. The past ten years have seen little study. This implies that further study in these fields is necessary.
According to our research, some nations have adopted and used digital learning, but there is a significant digital gap. Due to concerns that allowing incarcerated pupils access to the internet might compromise the security of the prison system, it was forbidden for them to use it.
Our findings show that embracing technology enhanced teaching/learning in the prison will be beneficial in the following ways:
  1. Technology-enhanced learning has the potential to provide incarcerated students with access to educational resources and opportunities that may not be available in traditional correctional facilities.
  2. The use of technology in correctional facilities can help to reduce recidivism rates and increase post-release employment and educational opportunities for incarcerated individuals.
  3. However, the effectiveness of technology-enhanced learning in correctional facilities may depend on several factors, including access to technology, the quality of educational content, and the support of correctional staff.
  4. The limited number of studies available on this topic suggests a need for further research to better understand the potential benefits and challenges of technology-enhanced learning for incarcerated students.
Conclusively, technology-enhanced learning has the potential to be a valuable tool for improving educational outcomes and reducing recidivism rates for incarcerated students. However, more research is needed to determine the most effective ways to implement technology-enhanced learning in correctional facilities and ensure that all incarcerated individuals have access to these resources.