Abstract
Introduction:
This study evaluates a digital innovation initiative within the Iraqi correctional system, designed as a scalable framework for international correctional pedagogy. It assesses the effectiveness of e-learning for university inmate students at Al-Karkh Central Prison, aligned with United Nations Sustainable Development Goal 4 (SDG 4) regarding equitable education.
Methods:
The research examines students' viewpoints on e-learning effectiveness and the statistical significance of response distribution towards digital transitions. A purposive sample (n = 27) from the University Educational Center (UOITC) participated, using a validated 20-item bilingual questionnaire (Cronbach's Alpha = 0.861). Statistical analysis utilized weighted means and the Kolmogorov-Smirnov test as a goodness-of-fit measure to verify that response patterns were statistically non-random.
Results:
Findings revealed a significant consensus regarding e-learning (Calculated Value = 0.719 > Tabulated Value = 0.28 at 0.01 level). Digital materials emerged as highly influential (87.41%), with a high recommendation rate (85.93%). Results indicate that inmates perceive e-learning as an effective tool providing essential flexibility (82.96%) in restricted environments.
Discussion:
The study concludes that e-learning fosters a secure, inclusive educational space, offering a universal model for expanding digital infrastructure to enhance future employability and global social reintegration standards.
1 Introduction
Education is widely regarded as the key to breaking the recidivism cycle, facilitating the successful reintegration of inmates into society upon their release. Historically, access to education within prisons has been limited by a lack of resources and comprehensive learning opportunities. Recently, the advent of e-learning has provided a transformative pathway for inmates to access education and expand their skill sets, regardless of their location or the institutional resources available ().
In alignment with the United Nations Sustainable Development Goal 4 (SDG 4), this research advocates for ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all. SDG 4 specifically aims to reduce disparities in education, emphasizing the necessity of providing quality learning for vulnerable populations (UNICEF, 20241). Within the context of this study, prison inmates represent a critical vulnerable group whose access to education is often hindered by systemic barriers.
As defined by , e-learning is an interactive process where students and instructors communicate via electronic media. Complementing this, the describes e-learning as the use of the internet and multimedia technologies to enhance learning quality through remote collaboration. adds that such digital environments provide inmates with a supportive and safe space to learn at their own pace, free from traditional classroom pressures. This fosters the confidence and motivation required to continue studies beyond incarceration.
Recent scholarly evidence by suggests that the effectiveness of e-learning tools plays a pivotal role in reinforcing educational opportunities for prison inmates. In a similar vein, emphasize that implementing digital platforms within correctional facilities leads to enhanced academic achievement and improved social reintegration prospects. Key drivers such as scheduling flexibility and the instructor's role contribute to developing vital competencies, including digital literacy, autonomy, and effective time management.
In Iraq, the University Educational Center at Al-Karkh Central Prison operates through joint coordination between the Ministry of Justice and the Ministry of Higher Education and Scientific Research, utilizing online distance learning (Ministry of Justice, 20242). The University of Information Technology and Communications (UOITC) identifies this center as a vital digital innovation project enabling inmates to pursue university degrees (UOITC, 20223). This initiative provides academic opportunities that allow inmates to achieve their professional aspirations (Ministry of Justice, 20244).
argued that integrating e-learning with traditional methods in English language courses leads to significantly higher achievement. Building on this,
noted that e-learning represents a modern philosophy in English Language Teaching (ELT). Mastering English is vital, as it serves as a primary language in global business and education (
). While research on correctional education is expanding globally, this study evaluates the effectiveness of digital transitions within high-security environments. By focusing on Al-Karkh Central Prison as a case study, the research aims to provide a scalable model for e-learning adoption in restricted settings. Consequently, the research problem is addressed by answering the following overarching questions:
What are the university inmate students’ viewpoints at Al-Karkh Central Prison regarding the effectiveness of using e-learning in the English language courses?
What is the statistical significance of the university inmate students’ overall consensus towards the transition to e-learning as a reliable educational alternative in a restricted correctional setting?
1.1 Aims of the study
The current study aims to: (1) Evaluate the university inmate students’ viewpoints at Al-Karkh Central Prison regarding the effectiveness of e-learning in English language courses, by examining their responses across the educational and technical dimensions of the digital environment. (2) Determine the statistical significance of the university inmate students’ overall consensus towards the transition to e-learning, to assess its reliability as a comprehensive educational alternative in a restricted correctional setting.
1.2 Limits of the study
The study is limited to all four academic years of university inmate students enrolled in the English Language Course at the University Educational Center in Al-Karkh Central Prison. The program is under the academic supervision of the Business Informatics College at UOITC for the academic year (2024–2025).
1.3 Value of the study
The current study is significant for the following reasons: (1) It provides robust empirical evidence on the viability of e-learning as a primary pedagogical tool in high-security environments. By documenting the success of the University Educational Center model at Al-Karkh Central Prison, it offers a scalable framework for judicial and educational authorities to expand digital learning hubs in similar restrictive settings worldwide. (2) It affords a rare platform for university inmate students to contribute to the evaluation of educational technology. These insights are vital for developing user-centered digital curricula and inform future policy-making regarding equitable access to quality education, in alignment with United Nations Sustainable Development Goal 4 (SDG 4), and (3) It highlights how digital resources directly contribute to higher academic attainment and the acquisition of essential language skills. These findings offer a framework for judicial and educational authorities to optimize rehabilitation programs through accredited university education.
2 Literature review and theoretical framework
2.1 The university educational center: digital maturity and strategic growth
The University Educational Center at Al-Karkh Central Prison is a collaborative initiative between the Iraqi Correction Service (ICS) and the University of Information Technology and Communications (UOITC). The inauguration of this center reflects a strategic vision to transform correctional facilities into reformative spaces through higher education (Al-Nahrain TV, 20245). This project is specifically designed to facilitate inmate rehabilitation by providing academic opportunities for university inmate students (, ). Legally, this right is anchored in Article 17 of the Inmates and Detainees Reform Law No. 14 of 2018, which permits eligible high school certificate holders to pursue university degrees during their sentences (Al-Shafaq News, 20246).
Strategically, this collaboration integrates academic rigor within the prison environment (Ministry of Justice, 20247). The center is equipped with digital infrastructure, including smart classrooms supported by EarthLink, to ensure that educational delivery meets university standards despite the restrictive nature of the facility (Fanar News, 20258; EarthLink, 20229).
2.2 English language curriculum: the New Headway framework
The English language course at the University Educational Center utilizes the New Headway series, a curriculum recommended by the Iraqi Ministry of Higher Education and Scientific Research for its balance between traditional grammar and modern communicative approaches (). The curriculum is implemented progressively across four academic years, transitioning students from Beginner to Upper-Intermediate levels.
This systematic framework ensures that university inmate students develop essential linguistic competencies—listening, speaking, reading, and writing—required for both academic graduation and future social reintegration (; Soars et al., 2019). By integrating motivating topics and authentic materials, the course fosters learner confidence and provides writing models that are applicable in real-world social and professional contexts (; ). However, the practical mastery of these productive skills, particularly writing, remains subject to the logistical and security constraints inherent in the correctional learning environment.
2.3 E-Learning in correctional pedagogy
E-learning in correctional settings encompasses digital pedagogical processes, including web-based systems and virtual classrooms, designed to provide university inmate students with flexible access to academic materials (; ). These computer-based systems facilitate the sharing of diverse instructional content, thereby enriching the digital learning environment within restricted facilities ().
A primary advantage of this approach is its learner-centered nature, which prioritizes the students’ academic requirements over institutional constraints (). Furthermore, digital platforms encourage dynamic interaction and the exchange of ideas, which are essential for sustaining the interpersonal relationships necessary for effective learning (). As noted by Wagner et al. (2008), e-learning offers opportunities for real-time interactivity that are often limited in traditional prison settings. Ultimately, these digital programs serve as a vital rehabilitative pathway, fostering a sense of direction and providing university inmate students with the necessary qualifications for effective social reintegration post-release (, ).
3 Methodology
3.1 Population and sample
The study population comprised all (60) inmates holding a high school certificate at Al-Karkh Central Prison. A purposive, non-random sample was selected, initially consisting of (32) university inmate students across four academic years. These participants were enrolled in the English language course at the University Educational Center, operating under the academic supervision of the Business Informatics College at the UOITC.
To uphold the highest standards of ethical integrity and ensure voluntary participation, all candidates were informed of their right to decline. Consequently, (5) inmate students exercised this right, resulting in a final sample of (27) active participants who successfully completed the questionnaire (See Table 1).
Table 1
| Target Population (Inmates) | Initial Purposive Sample | Actual Participants | Decline to Participate |
|---|---|---|---|
| 60 | 32 | 27 | 5 |
Inmates population and sample distribution at Al-Kharkh Central Prison.
3.2 Research instrument
Drawing on relevant theoretical literature and previous studies, a bilingual questionnaire (Arabic and English) was designed to ensure full comprehension and linguistic accuracy among participants. The instrument consisted of (20) items measured on a Five-point Likert scale (Strongly Disagree to Strongly Agree) (See Appendix A.3. for Final Version of the Research Instrument).
3.3 Institutional governance and administrative chain of command
The data collection process followed a rigorous, multi-level administrative and ethical protocol to ensure full legal and sovereign compliance. The process was initiated by an official request from UOITC to the ICS (Letter No. 3610, dated July 9, 2025), which subsequently submitted a formal memorandum to the Ministry of Justice (Letter No. 26951, dated July 15, 2025).
This memorandum underwent a thorough review and was formally endorsed by the Undersecretary for Administrative Affairs at the Ministry of Justice. Following this high-level administrative recommendation, the process culminated in the final approval of the Iraqi Minister of Justice (Ministry of Justice Letter No. 29198, dated August 12, 2025). Subsequently, the ICS issued a directive to the administration of Al-Karkh Central Prison (Letter No. 1243, dated August 27, 2025) to facilitate the research mission. Crucially, this entire administrative sequence was reviewed and ratified by the University's Institutional Review Board (IRB), which granted full ethical clearance prior to the commencement of data collection, as documented in the Ethical Approval Certificate (Letter No. 1360, dated March 24, 2026) (See Appendix A for Ethical Approval and Official Research Permissions).
3.4 Field procedures and data collection
Following the acquisition of all necessary clearances, the research mission was facilitated within the correctional facility. To ensure methodological transparency and high ethical standards, the data collection was conducted as follows:
Digital Administration: The survey was administered electronically via Google Form on September 9, 2025. This digital approach was selected to ensure data encryption, participant anonymity, and to eliminate researcher bias during the entry process.
Informed Consent: Before accessing the survey items, participants were presented with a Digital Informed Consent interface. This mandatory screen detailed the study's purpose, the voluntary nature of participation, and the right to withdraw. Crucially, the system was programmed to grant access only to those who selected the “Next” option; as a result, (5) inmate students opted out and were immediately excluded from the study (See Appendix B for Digital Informed Consent & Digital Instrument).
Controlled Smart Environment: The survey took place within the center's Smart Classrooms, which are equipped with interactive whiteboards, secure internet access, and individual workstations. This controlled setup allowed the (27) participants to interact with the digital interface independently and without external pressure, ensuring the integrity of the responses.
Visual Documentation: The operational environment and the participants’ engagement with this e-learning infrastructure are further verified by an official media report and classroom photographs provided by the Iraqi Ministry of Justice (See Appendix C for Official Media Report & Visual Verification, and Appendix D for Authenticated Field Environment).
3.5 Validity
Face validity ensures that an instrument effectively measures the constructs it is designed to evaluate (). To ensure rigorous academic and ethical standards, the questionnaire underwent a dual validation process. Initially, the instrument was evaluated by an Expert Jury of academic referees to establish its scientific validity. The experts assessed the instrument based on criteria of clarity, linguistic precision, and the relevance of items to the study's two primary dimensions: the educational and the technical. Subsequently, it progressed through a formal Institutional Track to secure authorization for field application. This administrative pathway commenced with the Assistant President of UOITC for Administrative Affairs, whose office facilitated the official correspondence, and culminated in the final sovereign approval of the Iraqi Minister of Justice. Notably, the original content of the questionnaire remained unchanged throughout this entire sequence, preserving its scientific integrity. The Expert Jury reached a 100% consensus on the instrument's rigor and appropriateness, confirming that the items were effectively aligned with the research objectives within the specific constraints of the correctional setting. Consequently, the study attained a high level of institutional, legal, and academic validity (See Appendix D for the full list of the Expert Jury and Administrative Chain of Referees).
3.6 Reliability
To ensure the internal consistency and stability of the research instrument, reliability was calculated using two distinct methods. First, Cronbach's Alpha was applied to the 20-item scale, yielding a coefficient of 0.861, which indicates high internal consistency and homogeneity among the items (See Table 2).
Table 2
| Cronbach's Alpha | Number of Items |
|---|---|
| 0.861 | 20 |
Reliability statistics (Cronbach's Alpha).
Furthermore, the Split-Half Method was employed to verify the instrument's stability. The correlation coefficient for the first half (10 items) was 0.761, while the second half reached 0.810. The initial correlation between the two halves was 0.624. After applying the Spearman-Brown Correction Formula, the final reliability coefficient reached 0.768, confirming the instrument's robustness for measuring inmate students’ viewpoints (See Table 3).
Table 3
| Statistical metric | Sub-component/Parameter | Statistical value | |
|---|---|---|---|
| Reliability Coefficient | Part 1 | Value | 0.761 |
| No. of Items | 10a | ||
| Part 2 | Value | 0.810 | |
| No. of Items | 10b | ||
| Total Number of Items | 20 | ||
| Correlation Between Forms | 0.624 | ||
| Spearman-Brown Coefficient | Equal Length | 0.768 | |
Split-half reliability statistics.
Represents the first half of the instrument items (Items 1-10).
Represents the second half of the instrument items (Items 11-20).
3.7 The proposed implementation framework
To address the operational complexities of inmate education, this study proposes a structured implementation framework for inmate e-learning. This model synthesizes the administrative, technical, and pedagogical procedures detailed in this chapter. The framework provides a replicable roadmap for integrating digital innovation within restricted correctional settings, transitioning from institutional coordination to final evaluation as illustrated in Figure 1.
Figure 1
4 Data analysis, discussion of results, conclusions and recommendations
4.1 The first is to evaluate the university inmate students’ viewpoints at Al-Karkh Central Prison regarding the effectiveness of e-learning in English language course, by examining their responses across the educational and technical dimensions of the digital environment
To achieve this, the researcher employed the weighted mean and percentage weight to evaluate the students’ viewpoints. The items representing these viewpoints were arranged from the highest to the lowest level of agreement, with a criterion of (3) adopted as the dividing line to signify high perceived effectiveness. Table 4 illustrates the weighted mean, percentage weight, and the rank of items according to their statistical significance.
Table 4
| No. | Evaluation Items | Strongly Agree | Agree | Partially agree | Disagree | Strongly disagree | Weighted mean | Percentage weight | Rank |
|---|---|---|---|---|---|---|---|---|---|
| 1. | E- learning activities and discussions enhance my ability to learn | 5 | 17 | 4 | 1 | 0 | 3.96 | 79.26 | 7 |
| 2. | I prefer learning in an environment that incorporates e – learning | 3 | 16 | 6 | 2 | 0 | 3.74 | 74.81 | 12 |
| 3. | E- learning helps me acquiring new English vocabulary | 2 | 6 | 9 | 10 | 0 | 3.00 | 60.00 | 18 |
| 4. | E -learning improves my listening skills | 4 | 20 | 3 | 0 | 0 | 4.04 | 80.74 | 5 |
| 5. | I feel I’m more engaged in learning through e- learning | 2 | 11 | 6 | 7 | 1 | 3.22 | 64.44 | 17 |
| 6. | E- learning has made learning more enjoyable | 3 | 12 | 8 | 4 | 0 | 3.52 | 70.37 | 16 |
| 7. | E- learning enhances me to speak English language | 7 | 13 | 5 | 2 | 0 | 3.93 | 78.52 | 9 |
| 8. | In my point of view, the use of e- learning makes my writing skills better | 1 | 5 | 8 | 13 | 0 | 2.78 | 55.56 | 19 |
| 9. | I think the use of e- learning increases the quality of learning | 5 | 14 | 6 | 1 | 1 | 3.78 | 75.56 | 11 |
| 10. | E- learning facilitates interaction and communication between the instructor and the students | 7 | 11 | 5 | 2 | 2 | 3.70 | 74.07 | 13.5 |
| 11. | I prefer learning through e- learning instead of learning the English language course face to face | 5 | 17 | 4 | 1 | 0 | 3.96 | 79.26 | 7 |
| 12. | E- learning is a valuable addition to my learning experience | 7 | 20 | 0 | 0 | 0 | 4.26 | 85.19 | 3 |
| 13. | The use of e – learning helps me understand topics better than learning through textbooks | 1 | 4 | 5 | 16 | 1 | 2.56 | 51.11 | 20 |
| 14. | The reference materials (videos, power point files, articles, photos) posted by the instructor in e-learning help me to understand the topics of the lecture better | 11 | 15 | 1 | 0 | 0 | 4.37 | 87.41 | 1 |
| 15. | The e-learning platform provides sufficient opportunities for interaction and collaboration | 3 | 21 | 2 | 1 | 0 | 3.96 | 79.26 | 7 |
| 16. | E- learning provides flexibility in learning that suits the current situation | 10 | 13 | 2 | 2 | 0 | 4.15 | 82.96 | 4 |
| 17. | I would recommend e-learning to other inmates | 10 | 15 | 2 | 0 | 0 | 4.30 | 85.93 | 2 |
| 18. | E- learning helps me develop my reading skills | 4 | 15 | 7 | 1 | 0 | 3.81 | 76.30 | 10 |
| 19. | I describe using e- learning for English language course as interesting | 3 | 15 | 7 | 2 | 0 | 3.70 | 74.07 | 13.5 |
| 20. | I am satisfied with the overall quality of e-learning for English language course | 2 | 15 | 8 | 2 | 0 | 3.63 | 72.59 | 15 |
Weighted mean and percentage weight for university inmate students’ viewpoints at Al-Karkh Central Prison regarding the use of e- learning in learning the English language course.
The data in Table 4 indicates that the students’ viewpoints regarding the use of e-learning are highly influential. To provide a detailed analysis, the researcher has highlighted the top five and bottom five items, which collectively represent 25% of the study's items.
4.1.1 High impact (Top five items)
“The reference materials (Videos, PowerPoint Files, Articles, Photos) posted by the instructor in e-learning help me to understand the topics of the lecture better” has reached the highest percentage which is (87.41%).
“I would recommend e-learning to other inmates” has reached (85.93%).
“E- learning is a valuable addition to my learning experience” has reached (85.19%).
“E- learning provides flexibility in learning that suits the current situation” has reached (82.96%).
“E- learning improves my listening skills” has reached (80.74%).
4.1.2 Low impact (bottom five items)
"The use of e-learning helps me understand topics better than learning through textbooks” reached the lowest percentage of (51.11%).
"In my point of view, the use of e-learning makes my writing skills better” reached (55.56%).
"E-learning helps me acquiring new English vocabulary” reached (60.00%).
"I feel I’m more engaged in learning through e-learning” reached (64.44%).
"E-learning has made learning more enjoyable” reached (70.37%).
4.2 The second aim is to determine the statistical significance of the university inmate students’ overall consensus towards the transition to e-learning, to assess its reliability as a comprehensive educational alternative in a restricted correctional setting
The Kolmogorov–Smirnov (K-S) test was employed as a goodness-of-fit measure to verify the significance of the response distribution, ensuring that the observed patterns were statistically non-random. As shown in Table 5, the calculated value (0.719) is significantly greater than the tabulated value (0.28) at the 0.01 level. This confirms a statistically significant departure from a random distribution among university inmate students’ responses. These results provide statistical evidence for the consistency of the findings, indicating that the transition to digital education is perceived as a reliable educational alternative within the restricted correctional environment.
Table 5
| Frequencies | Strongly agree | Agree | Partially agree | Disagree | Strongly disagree | Total | Calculated value | Tabulated value | Significant level (0.01) |
|---|---|---|---|---|---|---|---|---|---|
| Observed frequency | 97 | 272 | 98 | 68 | 5 | 540 | 0.719 | 0.28 | 0.01 |
| Expected Frequency | 108 | 108 | 108 | 108 | 108 |
The Kolmogorov–Smirnov test to determine the statistical significance of the university inmate students’ overall consensus toward the transition to e-learning.
4.3 Discussion of the results
4.3.1 Discussion of the first aim
The findings reveal a clear positive trend towards the perceived effectiveness of digital tools. This success is primarily attributed to the pedagogical adaptability of the system (Weighted Mean: 4.15). As noted by , such educational flexibility is a primary driver for inmate students to pursue higher education, as it bypasses the physical and temporal limitations of traditional correctional classrooms. Also, the multi-sensory nature of digital resources emerged as a major driver of engagement. The highest-ranked item (Weighted Mean: 4.37) confirms that multimedia reference materials are far more instrumental for comprehension than conventional lecture formats. This aligns with the study of and is reinforced by the “digital rehabilitation” framework of Zivanai and Mahlangu (2022).
However, the data identifies a critical pedagogical pattern: the disparity between receptive skills (listening) and productive skills (writing). The relatively lower scores for writing skills (2.78) and vocabulary acquisition (3.00) reveal the profound impact of the contextual and security constraints at Al-Karkh Central Prison. Critically, the study identifies a distinction between instructional access and learner autonomy. While internet connectivity is available for instructors, inmate students operate within a “monitored-access” model dictated by stringent National Security protocols. These measures restrict independent digital production and limit keyboard time, inherently constraining the manual practice required for mastering writing and active vocabulary. Consequently, as asserted by , the success of digital engagement in such facilities is bound by security-sensitive educational frameworks. This explains why e-learning is perceived as highly effective for comprehension but less so for the active mastery of productive linguistic skills.
4.3.2 Discussion of the second Aim
The strategic transition to e-learning within a restricted correctional setting demonstrates substantial reliability as a comprehensive educational alternative. This is reflected in the inmate students’ overall consensus, particularly in the item: “I would recommend e-learning to other inmates,” which earned a high weighted mean of (4.30). This level of endorsement suggests that the digital environment effectively addresses the ‘educational isolation’ typically found in high-security facilities, providing a sustainable pathway for continuous learning. Furthermore, the sense of modernization and cognitive connection to the outside world is validated by the item: “E-learning is a valuable addition to my learning experience,” which achieved a weighted mean of (4.26).
This integration is fundamentally supported by the robust digital infrastructure established through institutional coordination between the UOITC and the Iraqi Ministry of Justice. This partnership ensured a secure and stable environment, proving that e-learning can serve as a viable and secure substitute for face-to-face instruction when traditional classroom access is physically or logistically constrained. This finding validates with , whose research in similar correctional contexts emphasized that virtual learning acts as a strategic gateway for rehabilitation. Ultimately, these digital opportunities equip inmates with essential linguistic skills vital for their reintegration into society. However, it is important to acknowledge that the reliability of this model remains contingent upon maintaining a delicate balance between digital accessibility and the stringent security protocols inherent in correctional facilities, a perspective echoed by regarding the academic readiness and future employability of inmates.
4.4 Conclusions
Based on the study findings, the following are the conclusions: (1) Strategic Educational Transformation: E-learning serves as a transformative pedagogical tool that significantly enhances English language learning outcomes for university inmate students, effectively bridging the gap between incarceration and academic attainment. (2) Contextual Adaptability: The digital learning model demonstrates high resilience and appropriateness for the restrictive environments of correctional facilities, successfully navigating the unique balance between educational needs and stringent security constraints. (3) Rehabilitation and Employability: By facilitating the attainment of recognized academic degrees, e-learning functions as a cornerstone for social reintegration, equipping inmates with the digital literacy and linguistic competencies essential for post-release employability. (4) Empowering Learner Autonomy and Confidentiality: The implementation of digital platforms fosters a secure and inclusive educational environment that promotes learner autonomy. By providing a personalized learning space, e-learning mitigates the logistical pressures and social barriers often associated with traditional classroom settings in high-security facilities. (5) Bridging the Accessibility Gap: In the absence of traditional on-site higher education, e-learning acts as a critical gateway, ensuring that incarcerated individuals retain their right to quality education and continuous intellectual growth. (6) Institutional Synergy and Sustainability: The viability of this digital initiative is fundamentally rooted in the strategic coordination between the UOITC and the Ministry of Justice. This institutional synergy is vital for the long-term sustainability and potential scaling of digital correctional education.
4.5 Recommendations
The following recommendations have been drawn as results of the research: (1) It is advisable for educational institutions to consider adopting the UOITC digital model by providing specialized monitored servers. This approach would ensure consistent and secure access to multimedia materials while maintaining alignment with high-security protocols. (2) Educators should undergo specialized training sessions focused on Correctional Digital Pedagogy. This includes mastering virtual classroom management within monitored networks and utilizing digital tools to enhance knowledge retention and academic engagement among inmate students. (3) It is recommended to increase keyboard-time sessions and provide high-quality digital workstations to address the performance gap in writing skills identified in this study. This practical step is essential for mastering English writing and enhancing the digital literacy of inmate students. (4) Use the Al-Karkh Central Prison project as a benchmark for producing documented success reports. Sharing these results on international academic platforms will foster global collaboration and support the exchange of expertise for scaling digital educational initiatives in restricted settings.
4.6 Research limitations and methodological constraints
Conducting field research within a high-security correctional environment presented several unique challenges that warrant acknowledgment: (1) High-Security Protocols and Logistical Constraints: Due to the sensitive and strategic nature of the ICS headquarters, the research necessitated (5) strategic site visits, each subject to rigorous security screenings and multi-stage identification procedures, including mandatory physical stamping for access. These essential protocols, combined with prolonged waiting periods outside facility entrances during peak summer temperatures, imposed significant physical and temporal limitations. Furthermore, the complex security architecture mandated specialized internal transportation, requiring meticulous administrative coordination between the Ministry of Justice and Al-Karkh Central Prison. These rigorous hurdles further affirm the independent and highly regulated nature of the data collection process, conducted under strict sovereign compliance. (2) Sample Size and Ethical Autonomy: The study's sample was inherently restricted to the current cohort of students enrolled in the University Educational Center. Furthermore, in strict adherence to ethical standards and the principle of voluntary participation, the researcher respected the decision of (5) university inmate students who opted out of the study. While their potential input was highly valued for its additional empirical depth, the researcher prioritized participant rights and ethical integrity over sample maximization.
Statements
Data availability statement
The raw data supporting the conclusions of this article will be made available by the authors, without undue reservation.
Ethics statement
This study was conducted in accordance with the ethical standards of the University of Information Technology and Communications (UOITC) and international research protocols. Formal ethical clearance was granted by the University's Institutional Review Board (IRB), as documented in the Ethical Approval Certificate (Letter No. 1360, dated March 24, 2026). Participation was strictly voluntary, and digital informed consent was obtained from all participants prior to accessing the study instrument. Participants retained the right to opt out at any stage via the digital interface without any penalty, and those who chose not to participate were systematically excluded from the analysis. All participant data were treated with absolute confidentiality to ensure strict data anonymity and security.
Author contributions
TA-N: Conceptualization, Methodology, Investigation, Writing – original draft, and Writing – review & editing.
Funding
The author(s) declared that financial support was not received for this work and/or its publication.
Acknowledgments
The researcher expresses sincere gratitude to the University of Information Technology and Communications (UOITC) and its President, Prof. Dr. Abbas Mohsen Al-Bakri, along with the Vice President for Scientific Affairs, Asst. Prof. Dr. Haider Hassan Mshali, for the institutional and academic support provided throughout this study. Special thanks are extended to His Excellency the Iraqi Minister of Justice, Dr. Khaled Shwani, and the Iraqi Correction Service (ICS) for granting the necessary sovereign approvals and facilitating the field mission at Al-Karkh Central Prison. The researcher also appreciates the prison administration for their logistical cooperation, which ensured a transparent and secure environment for engaging with the university inmate students. Furthermore, the researcher values the instrumental contributions of the Expert Jury and Panel of Referees, whose specialized academic, legal, and technical insights significantly enhanced the validity, scientific reliability, and ethical integrity of the research instrument.
Conflict of interest
The author(s) declared that this work was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.
Generative AI statement
The author(s) declared that generative AI was not used in the creation of this manuscript.
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Supplementary material
The Supplementary Material for this article can be found online at: https://www.frontiersin.org/articles/10.3389/feduc.2026.1839158/full#supplementary-material
Footnotes
1.^UNICEF. (2024). https://data.unicef.org/sdgs/goal-4-quality-education/
2.^Ministry of Justice. (2024). https://moj.gov.iq/view.8216/
3.^UOITC. (2022). https://uoitc.edu.iq/2022/dr-al-bakri-inaugurates-the-university-education-centre-at-al-karkh-central-prison/
4.^Ministry of Justices. (2024). https://www.moj.gov.iq/view.8205/
5.^Al-Nahrain TV. (2024). https://www.alnahrain.com/article/2998
6.^Al-Shafaq News. (2024). https://shafaq.com/ar/%D8%B3%DB%8C%D8%A7%D8%B3%D8%A9/%D9%88%D8%AB%D9%8A%D9%82%D8%A9-%D8%B9%D8%B1%D8%A7%D9%82%D9%8A%D8%A9-%D8%AA%D9%88%D9%81%D8%B1-%D9%81%D8%B1%D8%B5-%D8%AF%D8%B1%D8%A7%D8%B3%D9%8A%D8%A9-%D9%84%D9%84%D9%86%D8%B2%D9%84%D8%A7-%D9%81%D9%8A-%D8%A7%D9%84%D8%B3%D8%AC%D9%88%D9%86
7.^Ministry of Justice. (2024). https://moj.gov.iq/view.8498/
8.^Fanar News. (2025). https://www.fanar.news/?p=2485
9.^Earthlink. (2022). https://earthlink.iq/blog/%D8%A7%D9%8A%D8%B1%D8%AB%D9%84%D9%86%D9%83-%D8%AA%D8%A4%D9%87%D9%84-%D9%85%D8%B1%D9%83%D8%B2%D9%8B%D8%A7-%D9%84%D9%84%D8%AA%D8%B9%D9%84%D9%8A%D9%85-%D8%A7%D9%84%D8%AC%D8%A7%D9%85%D8%B9%D9%8A-%D9%81/?__cf_chl_tk=VRXQiCi0DRli7tCNMMyAk4kfY10LS.FoCnxtFEZWAt4-1755098437-1.0.1.1-Mynz0M5GTUut9.gj7GyX7.GXkDCaFU4hsEEp3d4GTBg
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Summary
Keywords
Al-Karkh Central Prison, e-learning, English language learning, social reintegration, university inmate students, University of Information Technology and Communications (UOITC)
Citation
Al-Nua’emi TMA (2026) University inmate students’ viewpoints at Al-Karkh Central Prison in learning the English language course using e-learning. Front. Educ. 11:1839158. doi: 10.3389/feduc.2026.1839158
Received
26 March 2026
Revised
27 April 2026
Accepted
29 April 2026
Published
04 June 2026
Volume
11 - 2026
Edited by
Durgesh Verma, University of Delhi, India
Updates
Copyright
© 2026 Al-Nua’emi.
This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
*Correspondence: Tabarak Mahmoud Ali Al-Nua’emi tabarak.ali@uoitc.edu.iq
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