Digital learning in Vietnamese prisons: an evidence-informed conceptual model for secure open and distance education in custodial settings

Purpose This article develops an evidence-informed conceptual model for secure open and distance education (ODE) in Vietnamese prisons. It treats prison digital learning as constrained-access ODE for incarcerated learners and people preparing for release and examines its potential contribution to upskilling, reskilling and reintegration under custodial constraints. Design/methodology/approach The article uses secondary evidence synthesis, combining legal-policy mapping, digital-skills contextual analysis and thematic interpretation of published reintegration materials. It does not estimate programme effects or validate an intervention; instead, it derives model components and design principles for secure custodial ODE. Findings The synthesis identifies a capability misalignment between current prison education and the digital capabilities increasingly required for post-release work, services and continued learning. It proposes three need domains – foundational digital skills, transferable vocational skills and transition-oriented support – which inform a four-component model: secure digital access, tiered skills curriculum, guided learning support and post-release bridging. Research limitations/implications Because the article relies on secondary evidence, the model is conceptual rather than field-validated. It offers a policy-oriented basis for cautious pilot design, future field research and secure digital learning pathways for custodial learners. Originality/value The article extends ODE scholarship to a custodial setting where access is legally, institutionally, technologically and security-mediated. It reframes prison digital learning as a secure ODE design problem rather than a technology-adoption issue.