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Drawing on research published over the last decade, the study analyses 66 articles to build a framework from existing literature and to synthesize the main views promoted by studies on digital-supported prison education. The findings present an evolutionary overview of the field and identify four perspectives—Technical, Humanistic, Regulatory, and Organizational and Community—highlighting how these approaches can inform pathways toward lifelong learning goals for 21st-century prison education.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/learning-with-digital-technologies-in-prison-a-scoping-review/601452/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/learning-with-digital-technologies-in-prison-a-scoping-review/601452.png","ImageObject",300,407,{"name":92,"@type":93},"hdkawk","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of the scoping review?","Question",{"text":112,"@type":113},"To create a framework from existing literature that analyses approaches to learning supported by digital technologies in prison settings and to identify the main views conveyed by these studies.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How many articles are included in the review?",{"text":117,"@type":113},"The review is based on 66 articles published over the last decade.",{"name":119,"@type":110,"acceptedAnswer":120},"What four views about digital-supported learning in prison were identified?",{"text":121,"@type":113},"The review identifies four views: Technical, Humanistic, Regulatory, and Organizational and Community.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},601452,1792171911,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},3985747859855,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Learning with digital in prison: scoping review  \nLearning with digital technologies in prison: a scoping review  \nRita Barros  \n[rita.barros@ipiaget.pt](rita.barros@ipiaget.pt)  \n[https://orcid.org/ 0000-0002-3596-9992](https://orcid.org/ 0000-0002-3596-9992)  \nUniversity of Porto, Portugal  \nPiaget Institute, RECI, Portugal  \nAngélica Monteiro  \n[armonteiro@fpce.up.pt](armonteiro@fpce.up.pt)  \n[https://orcid.org/ 0000-0002-1369-3462](https://orcid.org/ 0000-0002-1369-3462)  \nUniversity of Porto, Portugal  \nCarlinda Leite  \n[carlinda@fpce.up.pt](carlinda@fpce.up.pt)  \n[https://orcid.org/ 0000-0001-9960-2519](https://orcid.org/ 0000-0001-9960-2519)  \nUniversity of Porto, Portugal  \nAbstract  \nThe 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 analyse 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.  \nKeywords  \nPrison education; Digital inclusion; Digital technologies; Online learning; Scoping review  \nDigital Education Review ⎮ ISSN 2013-9144 ⎮ [http://revistes.ub.edu/der](http://revistes.ub.edu/der)  \nNumber 43, June 2023 ⎮ [http://doi/10.1344/der.2023.43.1-17](http://doi/10.1344/der.2023.43.1-17) 1  \nI. Introduction  \nThe 2030 Agenda established by the United Nations (2015), which clearly aims to leave no one behind, defines in its objective 4 (Quality Education) to ensure inclusive and quality education for all and to promote lifelong learning (LL) opportunities. In this sense, it is important to know the main themes that have been prioritised in the field of education in prison settings (Ubah & Robinson, 2003; Zajenkowska, et al., 2021) . 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) . Published studies allow creating a framework to analyse practices and approaches toward learning in prison settings with DT. Digital learning environments can contribute to social inclusion, depending on the technical conditions of access, the pedagogical conditions for using and participating considering the learners’ characteristics and the levels of interaction, action, and reflection that guide the learning process (Monteiro & Leite, 2016) .  \nIn the specific prison context, and according to King (2019), policies must invest in technology and secure Internet services or alternative “Intranet” systems. These measures ensure equity in the access to learning activities, as well as the promotion of digital skills, understood as being one of the transversal competencies/transferable skills, essential for jobs and occupations, such as communication and critical thinking. Within the scope of the knowledge society, digital skills allow one to communicate effectively and offer the opportunity to understand and critically evaluate digital media and media content. In addition, Internet access is crucial in contemporary educational practices and social life. However, internet access in prisons remains an issue in many jurisdictions, and some initiatives focused on digital literacy are restricted, shaped, and limit","cbCaihqsRQ4ZcGbK","https://ap.wps.com/l/cbCaihqsRQ4ZcGbK","pdf",345328,17,"English","# I. Introduction\n## Learning with Digital Technologies in Prison\n## Research question and study aims\n## Theoretical background and policy context","[{\"question\":\"What is the purpose of the scoping review?\",\"answer\":\"To create a framework from existing literature that analyses approaches to learning supported by digital technologies in prison settings and to identify the main views conveyed by these studies.\"},{\"question\":\"How many articles are included in the review?\",\"answer\":\"The review is based on 66 articles published over the last decade.\"},{\"question\":\"What four views about digital-supported learning in prison were identified?\",\"answer\":\"The review identifies four views: Technical, Humanistic, Regulatory, and Organizational and Community.\"}]","Learning with Digital Technologies in Prison - A Scoping Review | PDF",1792092639,43]