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.