Prison education in the resocialization of incarcerated individuals
Introduction Penitentiary education has been widely recognized as an essential tool for the rehabilitation and resocialization of incarcerated individuals, providing vital skills that facilitate their reintegration into society. In this context, the aim of the study was to analyze the perceptions of...
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Frontiers Media SA
2025
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| author | Romero Carazas, Rafael Del Carpio Delgado, Fabrizio Espinoza-Casco, Roque Juan Bernedo Moreira, David Hugo Morales Garcia, Wilter Charming Rodríguez-Asto, Renza Adriana Alexandra Quiñones-Ormeño, Lorena Karolay |
| author_browse | Bernedo Moreira, David Hugo Del Carpio Delgado, Fabrizio Espinoza-Casco, Roque Juan Morales Garcia, Wilter Charming Quiñones-Ormeño, Lorena Karolay Rodríguez-Asto, Renza Adriana Alexandra Romero Carazas, Rafael |
| author_facet | Romero Carazas, Rafael Del Carpio Delgado, Fabrizio Espinoza-Casco, Roque Juan Bernedo Moreira, David Hugo Morales Garcia, Wilter Charming Rodríguez-Asto, Renza Adriana Alexandra Quiñones-Ormeño, Lorena Karolay |
| author_sort | Romero Carazas, Rafael |
| collection | Producción científica |
| description | Introduction Penitentiary education has been widely recognized as an essential tool for the rehabilitation and resocialization of incarcerated individuals, providing vital skills that facilitate their reintegration into society. In this context, the aim of the study was to analyze the perceptions of penitentiary education in the resocialization of incarcerated individuals among students at the National University of Moquegua. Methodologically A quantitative descriptive-correlational approach was adopted, using a cross-sectional design to collect data at a single point in time. The sample included 100 students selected through stratified random sampling by academic course, ensuring representativeness. Surveys were applied to assess various dimensions of prison education and its perceived effectiveness. Results The results indicated a positive valuation of prison education in terms of social skills and social reintegration, although deficiencies in resources and programmatic structure were noted. The significant influence of design and institutional support on the perceived effectiveness of these programs was confirmed. Conclusion It is concluded that there is a need to strengthen educational programs in penitentiary settings, improving their structure and resources to optimize their contribution to effective resocialization. Future research should be expanded to explore the persistence of educational effects and their adaptability to various penitentiary conditions. |
| format | Article |
| id | oai:cris.upeu.edu.pe:20.500.15037/2888 |
| institution | UPeU |
| language | English |
| publishDate | 2025 |
| publishDateRange | 2025 |
| publishDateSort | 2025 |
| publisher | Frontiers Media SA |
| publisherStr | Frontiers Media SA |
| record_format | dspace |
| spelling | oai:cris.upeu.edu.pe:20.500.15037/28882026-10-30T16:43:47ZPrison education in the resocialization of incarcerated individualsRomero Carazas, RafaelDel Carpio Delgado, FabrizioEspinoza-Casco, Roque JuanBernedo Moreira, David HugoMorales Garcia, Wilter CharmingRodríguez-Asto, Renza Adriana AlexandraQuiñones-Ormeño, Lorena Karolayadult educationrehabilitationhuman rightseducational policyprogram evaluationIntroduction Penitentiary education has been widely recognized as an essential tool for the rehabilitation and resocialization of incarcerated individuals, providing vital skills that facilitate their reintegration into society. In this context, the aim of the study was to analyze the perceptions of penitentiary education in the resocialization of incarcerated individuals among students at the National University of Moquegua. Methodologically A quantitative descriptive-correlational approach was adopted, using a cross-sectional design to collect data at a single point in time. The sample included 100 students selected through stratified random sampling by academic course, ensuring representativeness. Surveys were applied to assess various dimensions of prison education and its perceived effectiveness. Results The results indicated a positive valuation of prison education in terms of social skills and social reintegration, although deficiencies in resources and programmatic structure were noted. The significant influence of design and institutional support on the perceived effectiveness of these programs was confirmed. Conclusion It is concluded that there is a need to strengthen educational programs in penitentiary settings, improving their structure and resources to optimize their contribution to effective resocialization. Future research should be expanded to explore the persistence of educational effects and their adaptability to various penitentiary conditions.Article10.3389/feduc.2025.15926922-s2.0-105016139950https://hdl.handle.net/20.500.15037/2888enFrontiers in EducationFrontiers in Education2504-284XFrontiers Media SA2025-09-012026-06-27T02:34:33Z2026-06-27T02:34:33Z |
| spellingShingle | adult education rehabilitation human rights educational policy program evaluation Romero Carazas, Rafael Del Carpio Delgado, Fabrizio Espinoza-Casco, Roque Juan Bernedo Moreira, David Hugo Morales Garcia, Wilter Charming Rodríguez-Asto, Renza Adriana Alexandra Quiñones-Ormeño, Lorena Karolay Prison education in the resocialization of incarcerated individuals |
| title | Prison education in the resocialization of incarcerated individuals |
| title_full | Prison education in the resocialization of incarcerated individuals |
| title_fullStr | Prison education in the resocialization of incarcerated individuals |
| title_full_unstemmed | Prison education in the resocialization of incarcerated individuals |
| title_short | Prison education in the resocialization of incarcerated individuals |
| title_sort | prison education in the resocialization of incarcerated individuals |
| topic | adult education rehabilitation human rights educational policy program evaluation |
| topic_facet | adult education rehabilitation human rights educational policy program evaluation |
| url | https://hdl.handle.net/20.500.15037/2888 |
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