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Cited by 7Criminal Justice and Corrections AnalysisEducational Innovations and TechnologyDigital literacy in education

Learning with digital technologies in prison: a scoping review

Open access
Barros, Rita, Monteiro, Angélica, Leite, Carlinda·2023·Digital Education Review
DOI 10.1344/der.2023.43.1-17
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Abstract

The challenges of a knowledge-based society require the development of digital skills recognizing the potential of learning supported by technologies. Within this scope, and based on research published over the last decade, a scoping review of 66 articles was performed to create a framework derived from existing literature to analyze approaches to identify views about learning supported by digital technologies in prison environments. The results allowed both the presentation of an evolutionary perspective of the state of art regarding digital technologies in prison education and to identify four views: Technical, Humanistic, Regulatory, and Organizational, and Community. These views and the critical recognition of the approach that underpins them can contribute to understanding complementary roads to reach the political goals recommended for contemporary prison education, putting the focus on the promotion of conditions of lifelong learning in line with the challenges of the 21st century.

AI snapshot

Written from the paper’s full text.

TL;DR

This scoping review of 66 initially retrieved articles (20 retained for full analysis) maps a decade of research on learning supported by digital technologies in adult prisons and derives four views: Technical, Humanistic, Regulatory, and Organizational and Community. The authors argue research concentrates on organizational/community issues while regulatory and political dimensions remain comparatively under-studied.

Key findings

  • Four views were identified from the content analysis: (1) Technical — an instrumental perspective focused on the digital technologies that support learning; (2) Humanistic — personal development and well-being, aligned with the lifelong learning paradigm; (3) Regulatory — educational and justice policies across countries; (4) Organizational and Community — institutional functioning, management, routines, security, staff attitudes, and community representations/stigma. The views "may overlap but are never mutually exclusive."
  • Research attention concentrates at the organizational/institutional level (a meso-level analysis), with "resources" the most-referenced aspect at that level and "motivation and expectations" the most-referenced at the individual level; legislation is the main focus at the political level.
  • Publication counts rose between 2014 and 2017 and declined after 2017. The final 20 articles distribute by year as: 2010 = 2, 2011 = 1, 2012 = 1, 2013 = 0, 2014 = 4, 2015 = 3, 2016 = 3, 2017 = 4, 2018 = 0, 2019 = 2, 2020 = 0.
  • The authors conclude that macro-political discourses regulate organizational and community practices, and that a punitive versus rehabilitative orientation determines whether and how learning occurs in prison.

Methods

  • Scoping review following Grant and Booth's (2009) typology, guided by the research question: "What are the main views conveyed by the studies focused on learning in prison supported by DT?"
  • Searches in Web of Science Core Collection and EBSCOhost (Education Source and ERIC) using combinations of Prison AND Education OR Learning AND Technology OR Digital OR e-learning OR online OR computer; inclusion required education/learning as a central goal with DT as a factor, a prison population focus, any study design, publication between 1 January 2010 and 31 January 2020, English language, and full text.
  • Selection: 66 articles identified, 8 duplicates removed leaving 58 for abstract screening, 38 eliminated, leaving 20 for full reading. Articles were imported into NVivo 12, excerpts coded into nodes, and analysed via thematic/content analysis (Krippendorff, 2004; Bardin, 2011), with categories grouped into individual, organizational/institutional, and political levels.

Limitations

  • The paper states no explicit limitations section; the following are evident from the text.
  • Only English-language, full-text, peer-reviewed journal articles were included, and only two database platforms (Web of Science Core Collection and EBSCOhost's Education Source and ERIC) were searched, so relevant non-English or non-indexed work is excluded.
  • The review is restricted to the adult prison population (juvenile populations excluded) and to a fixed window (2010–2020), and the final synthesis rests on only 20 articles, which limits the basis for the four-view framework.

Model-written summary. Check it against the paper before relying on it.

Integrity signals

Registry

Crossref · 10.1344/der.2023.43.1-17

Cites

36 of 36 references verified0 citation errors · 0 not checkable

Statistics

Nothing to recompute.

Claims the paper makes

9 of 34 cited sources checked · 5 supported · 0 flagged · accuracy not yet measured

  • Premisecitation

    The prison setting usually discourages learning because of noisy spaces, lack of material and human resources, and poor organization for focused, autonomous and self-regulated learning.

    “The prison setting usually discourages learning, because of its noisy spaces, lack of material and human resources, as well as its poor organization for focused, autonomous and self-regulated learning (Farley & Hopkins, 2017;Hopkins & Farley, 2014;Hopkins, 2015;Moreira, et al., 2017b;Pike and Adams, 2012).”
    Quote in the paperNot a substantial claim1 of 3 sources checked
    • cites Farley & Hopkins, 2017 source
    • cites Hopkins & Farley, 2014 source
    • cites Hopkins, 2015
  • Premisecitation

    The socio-political perspectives on lifelong learning (instrumental versus humanistic) underlie the difference between education and training in prison.

    “The socio-political perspectives on LL (instrumental versus humanistic) underlie the difference between education and training in prison (Hopkins, 2015;Hopkins & Farley, 2014;Mertanen & Brunila, 2018;Torrijo & De Maeyer, 2019).”
    Quote in the paperNot a substantial claim1 of 3 sources checked
    • cites Hopkins, 2015
    • cites Hopkins & Farley, 2014 source
    • cites Mertanen & Brunila, 2018

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Premisecitation

    A punitive orientation or a rehabilitative logic of incarceration determines whether and how to learn in prison, despite its specificity.

    “orientation or a rehabilitative logic of incarceration determines whether and how to learn in prison, despite its specificity (Torrijo & De Maeyer, 2019).”
    Quote in the paperSubstantial claim1 of 1 sources checked
    • cites Torrijo & De Maeyer, 2019 source
  • Findingown data

    At the political level, legislation is the main focus.

    “Table 5 shows that, at political level, the legislation is the main focus, besides other aspects related to official documents, political agenda related both to prison education and digital technologies in this context.”
    Quote in the paperNot a substantial claim
  • Findingown data

    At the organizational level, 'resources' is the aspect most referred to.

    “The content analysis of the selected articles allowed to realise that the “resources” is the aspect most referred, including digital equipment, online environments and other educational resources.”
    Quote in the paperNot a substantial claim
  • May combine two claims. 19
  • Classified as probably not a substantial claim. 26
  • The quote only partly states this claim. 1

  • May combine two claims.

    Premisecitation

    Inmates are not a homogeneous group, but the diversity of learning needs is not usually taken into account in most prisons.

    “Inmates are not a homogeneous group; however, the diversity of learning needs is not usually taken into account in most prisons (Czerniawski, 2016;Hopkins & Farley, 2014).”
    Quote in the paperSubstantial claim1 of 2 sources checked
    • cites Czerniawski, 2016

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

    • cites Hopkins & Farley, 2014 source

      In “Reality Checks: Hard Lessons for Incarcerated” (page unavailable), the paper recognises differences in students’ experiences and study preferences. “The Human Element: Making a Connection” (page unavailable) says Australian correctional education has tended to focus on basic skills rather than prisoners’ higher-education aspirations. These passages support concern about differing needs, but do not establish that most prisons fail to take that diversity into account. (LLM, conf=0.83)

      Experimental — accuracy not yet measured

  • May combine two claims.

    Premisecitation

    Some education experiences and projects provide access to digital learning environments to develop digital skills, demonstrating that it is possible to create online learning in prison experiences.

    “Aiming to revert these situations that enhance inmates' social exclusion, some education experiences and projects (Barros, Monteiro & Leite, 2021;Moreira, et al., 2017b) provide access to digital learning environments to develop digital skills, demonstrating that it is possible to create online learning in prison experiences.”
    Quote in the paperSubstantial claim1 of 2 sources checked
    • cites Barros, Monteiro & Leite, 2021 source
    • cites Moreira, et al., 2017b

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Classified as probably not a substantial claim.

    Premisecitation

    Digital skills are a prerequisite to participate in 21st-century social life.

    “Considering that Digital Technologies (DT) skills is a prerequisite to participate in 21st-century social life, it is also important to identify to what extent it is visible (Dias-Trindade & Moreira, 2019).”
    Quote in the paperSubstantial claim1 of 1 sources checked
    • cites Dias-Trindade & Moreira, 2019 source

      The available Abstract discusses audiovisual technologies and the self-learning skills of inmate students, but does not address whether digital skills are necessary for participation in social life. Searches for that claim and for digital competence and social inclusion returned only the Abstract and References, with no passage stating the prerequisite. (LLM, conf=0.72)

      Experimental — accuracy not yet measured

  • May combine two claims.

    Premisecitation

    Internet access in prisons remains an issue in many jurisdictions, and some digital literacy initiatives are restricted, shaped, and limited by the criminal justice system.

    “However, internet access in prisons remains an issue in many jurisdictions, and some initiatives focused on digital literacy are restricted, shaped, and limited by the criminal justice system (Gosling & Burke, 2019).”
    Quote in the paperSubstantial claim1 of 1 sources checked
    • cites Gosling & Burke, 2019 source

      In “Moving Beyond Edgework: Stepping Stones and Stumbling Blocks” (page not provided), the paper says Learning Together initiatives are restricted, shaped, and limited by the criminal justice system, with participants’ digital literacy as an example. It does not establish that internet access in prisons is an issue in many jurisdictions, and Learning Together is a higher-education initiative rather than one focused on digital literacy. (LLM, conf=0.86)

      Experimental — accuracy not yet measured

  • May combine two claims.

    Premisecitation

    Themes such as lifelong learning, educational offer, availability of digital technologies or internet access are relevant to inmates' future social reintegration.

    “Themes such as LL, educational offer, availability of DT or internet access become relevant to inmates' future social reintegration (Czerniawski, 2016;Hopkins & Farley, 2014;Mertanen & Brunila, 2018)”
    Quote in the paperSubstantial claim1 of 3 sources checked
    • cites Czerniawski, 2016

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

    • cites Hopkins & Farley, 2014 source
    • cites Mertanen & Brunila, 2018

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    The promotion of the 'being' dimension is based on critical reflection, as well as individual and environment transformation.

    “The promotion of the”
    Quote in the paperNot a substantial claim1 of 2 sources checked
    • cites Gray, et al., 2019 source

      The 'Transformative Pedagogy in Practice' section (page unavailable) identifies critical self-reflection as a key feature of transformative learning. The Abstract and 'Transformative Ripples Model in Action' section (pages unavailable) describe individual, social, and institutional transformation. The paper does not identify a 'being' dimension or say that these elements specifically promote it. (LLM, conf=0.82)

      Experimental — accuracy not yet measured
    • cites Hopkins, 2015

  • The quote only partly states this claim.

    Findingown data

    The content analysis identified four views regarding DT in prison education: Technical, Humanistic, Regulatory, and Organizational and Community.

    “An interpretation of the content analysed in the previous phase, allowed to achieve four views regarding DT in prison education, as presented below.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingown data

    After removing 8 duplicates, 58 articles were submitted to abstract reading.

    “After removing all duplicates from the two databases (8 articles), 58 articles were submitted to a careful and strict abstract reading.”
    Quote in the paperNot a substantial claim

  • Classified as probably not a substantial claim.

    Findingown data

    The interpretative analysis carried out in this study provided a categorical structure incorporated in the four identified views.

    “the interpretative analysis carried out in this study provided a categorical structure incorporated in the four identified views.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingown data

    A total of 66 articles were selected from the two databases.

    “A total of 66 articles were selected from the two databases.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    After 2017 there was a reduction in the number of publications on learning supported by digital technologies in prisons, which contrasts with the 2014-2017 period.

    “This comparison allowed us to conclude that, after 2017, there was a reduction, which contrasts with the 2014-2017 period.”
    Quote in the paperSubstantial claim
    • Rests on an assumption: The number of publications over the decade is a valid measure of scientific community interest in the topic.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingown data

    The content analysis identified a set of categories grouped into three levels: individual, organizational/institutional and community, and political.

    “Through the content analysis, a set of categories was identified and grouped into three levels: individual level, organizational/institutional and community level, and political level.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Findingreasoning

    After applying the inclusion/exclusion criteria, 38 articles were eliminated, leaving 20 articles for full reading.

    “After applying the aforementioned criteria, 38 articles were eliminated, so the research focused on the remaining 20, which were submitted to a full reading.”
    Quote in the paperNot a substantial claim

  • Classified as probably not a substantial claim.

    Findingown data

    A scoping review of 66 articles was performed.

    “a scoping review of 66 articles was performed to create a framework derived from existing literature to analyse approaches to identify views about learning supported by digital technologies in prison environments.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Findingcitation

    The number of Prison Education Projects within Erasmus+ between 2014 and 2018 increased progressively, as did the amount of the projects' funding.

    “An example of the interest in this solution is the number of Prison Education Projects, within the scope of Erasmus +, between 2014 and 2018.This number increased progressively, as well as the amount of the projects' funding, according to the former Grundtvig Coordinator and Acting Head of Adult Learning Unit of the European Commission.”
    Quote in the paperNot a substantial claim

  • Classified as probably not a substantial claim.

    Findingown data

    Each of the four views provides particular meanings about learning with digital technologies in prison.

    “Each view provides particular meanings about learning with DT in prison.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisenone given

    The 'Survey on Prison Education and Training in Europe - Final Report', published in July 2012, produced a set of recommendations for European policymakers on e-learning in prisons.

    “Before 2014, the”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Premisecitation

    In prison, learning supported by digital technologies includes proper spaces and timings that must not conflict with established routines.

    “In prison, learning supported by DT includes proper spaces and timings (Farley & Hopkins, 2017) that must not conflict with established routines.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Farley & Hopkins, 2017 source

  • May combine two claims.

    Interpretationreasoning

    Prison resources for learning, namely the digital technologies mentioned in the studies, are not at the heart of researchers' concerns, because there are solutions that can be successfully implemented.

    “Prison resources for learning, namely the DT mentioned in studies, are not at the heart of researchers' concerns, because there are solutions that can be successfully implemented.”
    Quote in the paperSubstantial claim
    • Rests on an assumption: There are digital technology solutions that can be successfully implemented in prisons.

  • May combine two claims.

    Premisecitation

    Most inmates do not participate in training programs and reveal low motivation.

    “Most inmates do not participate in training programs and reveal low motivation.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Hawley, et al., 2012

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Classified as probably not a substantial claim.

    Interpretationreasoning

    The trend is to promote inmates' abilities to access, understand and critically evaluate digital media and media contents.

    “The trend is to promote inmates' abilities to access, understand and critically evaluate digital media and media contents.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Premisecitation

    The European Parliament resolution of 5 October 2017 on prison systems and conditions highlighted educational reforms aiming to promote reintegration and encouraged Member States to share best practices on education, rehabilitation and reintegration, but did not specifically mention the modernization of prison digital technology.

    “More recently, the European Parliament resolution of 5 October 2017, on prison systems and conditions (2015/2062(INI)) (2018/C 346/14), highlighted educational reforms aiming to promote reintegration and encourage Member States to share best practices regarding education, rehabilitation, and reintegration, but it does not specifically mention the modernization of prison digital technology.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites 2018/C 346/14

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Interpretationreasoning

    Issues of resources are often linked to security worries, which are attached to prison organization.

    “In fact, the issues of resources are often linked to security worries, which are attached to prison organization.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Premisecitation

    Prison is a closed, punitive and regulatory context.

    “Prison is a closed, punitive and regulatory context (Goffman, 1961)”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Goffman, 1961

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim: may not pass S2 (checkable), S4 (based). May combine two claims.

    Interpretationreasoning

    These digital skills are transferable competences with relevance for future social and labour integration.

    “These digital skills are transferable competences, with relevance for future social and labour integration.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Interpretationown data

    The Technical View is an instrumental perspective focused on digital technologies that support learning.

    “(1) Technical View: an instrumental perspective focused on DT that support learning.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Interpretationown data

    The Regulatory View is focused on educational and justice policies implemented in different countries, encompassing sociological and economic contributions with direct implications for those policies.

    “(3) Regulatory View: focused on the educational and justice policies implemented in different countries.This perspective encompasses sociological and economic contributions with direct implications in those policies.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Premisecitation

    Digital education interventions are in line with Adult Education models, namely the student-centered flexible model, aiming to promote collaborative learning, an active role, autonomy, self-confidence and motivation among inmates.

    “These digital education interventions are in line with the assumptions provided by Adult Education models (Knowles, 1984), namely the student's centered flexible model (Demiray, et al., 2016), aiming to promote, among inmates, collaborative learning, an active role in their apprenticeship and autonomy, in addition to self-confidence and motivation (Barros, Monteiro & Leite, 2022;Moreira, et al., 2”
    Quote in the paperSubstantial claim0 of 3 sources checked
    • cites Knowles, 1984

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

    • cites Demiray, et al., 2016

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

    • cites Barros, Monteiro & Leite, 2022 source

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Interpretationown data

    The Organizational and Community View is focused on the functioning, management, and administrative services, practices and routines of the prison institution, operationalizing prison policies 'on the ground', including security issues, control of spaces and times in relation to learning conditions, staff attitudes and behaviours, services available and learning offers, and integrates community支持.

    “(4) Organizational and Community View: focused on functioning, management, and administrative services, practices and routines of the prison institution, operationalizing prison policies “on the ground”, which include security issues, control of spaces and times in their relationship with learning conditions, attitudes and staff's behaviours, the services available and the learning offers.”
    • Also stated in: § III. Results · hedged
      “This view also integrates community support and influence, including social representations, stereotypes or, even, stigma, which may indirectly interfere with the mentioned practices.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing), S4 (based).

    Interpretationreasoning

    The dissemination activities associated with these projects (multiplier events, European tools and networks, reports to authorities) seem to have contributed to capturing the scientific community's attention.

    “The associated dissemination of activities, such as multiplier events, the European tools and networks (EPEA, Europris, EBSN, EPALE, IJJO...) and the reports to the Ministry/authorities (e.g., Policy recommendations), seems to have contributed to capturing the scientific community's attention.”
    Quote in the paperNot a substantial claim

  • Classified as probably not a substantial claim.

    Premisecitation

    There is a clear proposal to invest in modern digital technology in the scope of prison education, such as supervised or secure Internet services or alternative 'Intranet' systems.

    “There is a clear proposal to invest in modern digital technology, in the scope of Prison Education, such as supervised or secure Internet services or alternative”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    The promotion of digital skills is in line with the previous EU Key Competencies for Lifelong Learning, as described in Recommendation 2006/962/EC.

    “This is in line with the previous EU Key Competencies for LL, as described in Recommendation 2006/962/EC of the European Parliament and of the Council.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Recommendation 2006/962/EC

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • May combine two claims.

    Premisecitation

    A great number of inmates have low education levels and lack lifelong learning key-competences.

    “A great number of inmates have low education levels and lack LL key-competences.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Hawley, et al., 2012

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Interpretationown data

    The Humanistic View is focused on personal development, emphasizing the impact of education on individuals' well-being, and understands learning holistically in line with the lifelong learning paradigm.

    “(2) Humanistic View: focused on personal development, emphasizing the impact of education on the promotion of individuals' well-being; according to this perspective, learning is understood in a holistic way, in line with what is advocated by the LL paradigm.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Interpretationreasoning

    Researchers are aware of the dynamics, organization and difficulties associated with the use of digital technologies in prison settings.

    “Researchers are aware of the dynamics, organization and difficulties associated with the use of DT in prison settings.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing), S4 (based).

    Interpretationreasoning

    Skills training is intrinsically connected to employability and the utilitarian trends of education.

    “Skills training is intrinsically connected to employability and the utilitarian trends of education.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S2 (checkable).

    Interpretationreasoning

    It is possible to frame all four views in a transversal, critical and emancipatory approach, in which both the effects of education supported by digital technologies in prison contexts and the quality of educational activities provided are the focus.

    “It is possible to frame all these views in a transversal, critical and emancipatory approach, in which both the effects of education supported by DT in prison contexts and the quality of educational activities provided are the focus.”
    Quote in the paperNot a substantial claim

  • Classified as probably not a substantial claim.

    Interpretationreasoning

    The four views about learning supported by digital technologies in prison articulate with each other to promote educational inclusion or exclusion, depending on how they operate on the ground and the intention behind them.

    “Thus, the four views about learning supported by DT in prison articulate with each other to promote educational inclusion or exclusion, depending on how they operate on the ground and the intention behind them.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S2 (checkable).

    Interpretationreasoning

    The views identified in the study contribute to understanding complementary roads to reach the political goals recommended for prison education in the 21st century, putting the focus on the use of digital technologies in the promotion of learning.

    “The views identified in the study supporting this article contribute to understanding complementary roads to reach the political goals recommended for prison education in the 21st century, putting the focus on the use of DT in the promotion of learning.”
    Quote in the paperNot a substantial claim

  • Classified as probably not a substantial claim. May combine two claims.

    Interpretationnone given

    The four views may overlap but are never mutually exclusive.

    “These views may overlap but are never mutually exclusive.”
    Quote in the paperSubstantial claim
40 of 40

  • The paper relies on this without support.

    Internet access is crucial in contemporary educational practices and social life.

    “In addition, Internet access is crucial in contemporary educational practices and social life.”

  • The paper relies on this without support.

    In general, prison settings jeopardize the right to access, use and participate in digital learning environments, excluding the majority of inmates from social environments.

    “In general, prison settings jeopardize the right to access, use and participate in digital learning environments.This situation excludes the majority of inmates from social environments.”

  • The paper relies on this without support.

    The challenges of a knowledge-based society require the development of digital skills.

    “The challenges of a knowledge-based society require the development of digital skills recognizing the potential of learning supported by technologies.”

  • The paper relies on this without support.

    The number of publications over the decade is a valid measure of scientific community interest in the topic.

    “Besides the trends of scientific community interest, evaluated by the number of publications over the decade”

  • The paper relies on this without support.

    There are digital technology solutions that can be successfully implemented in prisons.

    “because there are solutions that can be successfully implemented”
5 of 5

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

Each contradiction between two passages listed here was confirmed by an independent check.

  • King report is cited with conflicting years

    Minor

    The discussion cites the final report as King (1989), while the reference list dates the corresponding King report to 2019.

  • Abstract says 66 articles were reviewed, but only 20 received full review

    Minor

    The abstract describes a scoping review of 66 articles. The methods say 66 were initially selected, but 38 were eliminated after duplicate removal, leaving 20 for full reading and analysis.

2 of 2

Cites

Flagged first, then by citations

Research works printed but not linked: 4

  1. Bardin, L. (2011). Análise de Conteúdo (4th ed.). Edições 70.
  2. Demiray, U., Unlu, S., Sugur, S. Cangoz, I., & Gunes, E.P. (2016). Usage of Technology for Prisoner Distance Learners: Anadolu University OEF Case. International Journal on New Trends in Education and Their Implications, 7(2), 61-75. http://www.ijonte.org/FileUpload/ks63207/File/07.ugur_demiray.pdf
  3. King, J. (2019). Review of European Prison Education Policy and Council of Europe Recommendation (89) 12 on Education in Prison. https://www.europris.org/file/report-review-of-european-prison-education-policy- and-council-of-europe-recommendation-89-12-on-education-in-prison/
  4. L'Écuyer, R. (1990). Méthodologie De L'analyse Développementale De Contenu (1st ed.). Presses De l'Úniversité du Québec.

Cited by

Sorted by citations

Related

Authors
Barros, R., Monteiro, A., & Leite, C.
Affiliations
Universidade do Porto (PT)
ORCID
Venue
Digital Education Review
Publisher
Edicions de la Universitat de Barcelona
Published
2023-06-30
Issue
43
Pages
1-17
ISSN
2013-9144 (ISSN-L)
DOI
10.1344/der.2023.43.1-17
OpenAlex
W4390712528
Semantic Scholar
5796ad80dbe94e6f4f2e93585905a90b71f8fad0
Cited by
7
References
36
Citations by year
2026: 2 · 2025: 3 · 2024: 1 · 2023: 1
FWCI
3.02
Type
journal article
Language
en
Open access
Licence
Locations
  • Digital Education Review (publishedVersion, cc-by-nc-nd)
  • Dialnet (Universidad de la Rioja) (submittedVersion)
  • Portuguese National Funding Agency for Science, Research and Technology (RCAAP Project by FCT) (submittedVersion, other-oa)
Funders
Fundação para a Ciência e a Tecnologia (UIDB/00167/2020, 57/2016, 57/2017, Law 57/2017, /2017, PTDC/CED-EDG/29069/2017)
Topics
  • Social Sciences › Sociology and Political Science › Criminal Justice and Corrections Analysis
  • Physical Sciences › Computer Science › Information Systems › Educational Innovations and Technology
  • Physical Sciences › Computer Science › Information Systems › Digital literacy in education
Keywords
prison education, digital technologies in education, digital skills, lifelong learning, prisoners, educational technology, prison reform, humanistic approach, organizational approach, community-based approach

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Claims read by deepseek-v4.1-flash under definition version 3 (extract-v3) on 2026-10-28.

Classified by jev-1.13-20260917 (gold-guideline-v0.2) on 2026-10-28.

Cited sources are checked by gpt-6-sol.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

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