Digital stratification in carceral higher education: Justice, governance and the limits of Open Distance e-Learning in South African correctional facilities

Background Open Distance e-Learning (ODeL) has been positioned as a democratising force in higher education, particularly for marginalised populations such as incarcerated students. However, within South African correctional facilities, structural inequities continue to constrain meaningful participation in digitally mediated learning environments. While ODeL expands formal access, it does not necessarily translate into equitable participation, particularly in contexts characterised by institutional regulation and resource constraints. Methods Drawing on Nancy Fraser’s social justice framework of redistribution, recognition and representation, this qualitative exploratory study interrogates systemic barriers shaping incarcerated students’ engagement with ODeL. Data were generated through 20 semi-structured interviews, four focus group discussions, and document analysis of institutional policy and ICT infrastructure records. Data were analysed using reflexive thematic analysis (Braun and Clarke, 2019). Results Thematic analysis revealed intersecting structural constraints, including technological deprivation, limited academic support, institutional misrecognition, and exclusion from participatory decision-making. These constraints operate as mutually reinforcing conditions that shape the quality and depth of educational participation. Despite these barriers, participants demonstrated a strong commitment to education and described learning as central to identity reconstruction and social reintegration. Conclusions ODeL provision in correctional settings remains formally inclusive yet materially exclusionary. Justice-oriented restructuring is required to foreground digital equity, context-responsive pedagogical support, and participatory governance mechanisms that recognise incarcerated students as legitimate members of the academic community.