Effects of digital education on incarcerated students
Digital education has the potential to positively impact incarcerated
students by providing them with access to educational opportunities that
may have otherwise been unavailable to them. In this section, we look at
various research in this regard.
In a 2017 study, McDougall et al. evaluated the effects of digital
technology on prison culture and inmates’ capacity to self-regulate
their behavior and commit crimes. 13 prisons in the UK that had
self-service technology installed during a 7-year period were
investigated by the authors using a natural stepped-wedge design. The
frequency of disciplinary actions within and between the jails was
examined before and after installation using a longitudinal multi-level
model. Reoffending was also studied in contrast to a control sample. A
prisoner survey and usage data provided support for the quantitative
findings. The authors state that over a two-year period, prison
discipline offenses were greatly decreased, and that reoffending in the
first year following release was reduced by 5.36% as opposed to a
reduction of 0.78% in comparator institutions. According to the
prisoner survey and usage data, inmates felt far more in control of
their life while incarcerated and much more capable of utilizing
technology outside of prison. The authors emphasized that the changes
brought about by the adoption of digital technology present a chance to
make jails and prisons better learning and rehabilitation environments
for inmates, contributing to a safer society.
Several researchers (Farley and Pike, 2016, Ndunagu and Tanglang, 2019)
have discussed the impact of digital education in lowering the rate of
recidivism. Smith (2020) investigated the use of technology purpose of
providing education and technical skills for inmates using the Delphi
method as the qualitative study design, with three rounds used to
achieve an agreement on the introduction of technology in prison
education. The authors grouped the participants into three with round 1
n =75 and round 2 n = 35 while the third round has 32 Participants.
These participants were Regional Correctional Educational Directors and
other prison education employees from different U.S. prisons. Over 70%
of experts polled believed that digital and technical skills education
could lower incarceration, boost opportunities for college education
while incarcerated, and improve employability after release. The studies
revealed that for necessary computer and primary software use, the
highest degree of agreement was 94.2%. However, despite the ability to
reduce recidivism by providing inmates with sufficient job skills upon
release, less than 70% of participants considered the logistical
requirements for implementing technology in prison education to be a
priority or viable. Implications for practice include shifting prison
rule of thumb from a punishment-based to a rehabilitation-based strategy
in order to prioritize educational programs and improve inmates’ chances
of social integration following release, as well as reduce recidivism.
Badejo and Chakraborty (2022) embarked on a study where 80 incarcerated
students participated in a survey to gather data on the motivational
effects of technology on incarcerated students learning experience. The
study found that using technology to learn in a classroom has a
beneficial impact on jailed students’ motivation and engagement. The
survey responses from the detained children provided insight into how
existing technologies have affected their time in the juvenile
facilities. The students who are incarcerated hope that through
enhancing education delivery, they would still be relevant after their
release. The study suggests expanding the use of technology to make
jailed kids productive as they change their undesirable behaviors.
In an effort to assess the effects of digital education on pupils who
are incarcerated, Lohiniva (2022) carried out a study that concentrated
on assessing the importance of digital literacy for prisoners to help
them in their post-prison life. The research assessed the Finnish prison
and the ”Smart Prison” initiative, which provides digital instruction
and information technology to inmates in Finnish prisons. The research
looked at how digital literacy can help prisoners succeed in life after
prison. The research examined the prospects for employment options,
social benefits from having technological expertise in post-prison life,
and readmission into society among Finnish prisoners and evaluated their
knowledge and understanding of these topics. The findings showed that
Finland’s cutting-edge prisons, which are just starting out, offer
inmates digital education in three different categories. These include
data administration, virtual reality, and artificial intelligence. In
addition to these, additional fundamental digital skills are being
taught, including internet shopping, office software, and video calling.
The inmates are earning money by using their digital abilities. It is
anticipated that the digital education they are receiving will
considerably aid their post-prison reintegration into society. Better
job prospects are anticipated for them from a variety of sources.
Because of their digital education, inmates are also required to apply
for benefits efficiently.