University inmate students’ viewpoints at Al-Karkh Central Prison in learning the English language course using e-learning

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.