University in prison: a systematic literature review on students’ tutor

Abstract

The article presents the results of a systematic review of the international literature on university tutoring practices in prisons, an under-researched yet crucial area for ensuring the right to education. Using the PRISMA methodology, the outcomes of research conducted on the EBSCO platform were analyzed to answer the following research question: What is the role and what are the practices of university tutoring in prison? Three main themes were identified: peer tutoring, tutoring organized with external individuals (most often students or university staff), and educational methods/tools adapted to the prison context. While international literature highlights key elements for the implementation of university tutoring programs, it also reveals that this field remains largely unexplored, encouraging further research.