DESIGN AND CREATION OF EDUCATIONAL MATERIAL FOR ADULT INMATES BASED ON WILLIS'S TBL APPROACH. THE POSSIBILITIES OF DISTANCE LEARNING

Authors

  • Vasiliki Koutzeklidou School of Humanities, Hellenic Open University, Greece
  • Evangelia (Gelly) Manousou School of Humanities, Hellenic Open University, Greece
  • Anthi Karatrantou Hellenic Open University, Greece University of Patras, Greece

DOI:

https://doi.org/10.46827/ejoe.v10i3.6309

Keywords:

educational material, inmates, task-based learning, prison education, distance education

Abstract

This paper explores the transformative potential of adult education in detention centers, focusing on language development and social reintegration. It unfolds across five key stages: identifying educational needs, instruction design, learning material design, implementing the course and evaluating its impact. At the heart of the study lies the creation of educational content grounded in Willis’ Task-Based Learning (TBL) model, tailored specifically to the realities of imprisonment. The pilot course conducted at the Larissa Detention Center with 16 male participants revealed meaningful outcomes. The educational material was shaped by the constraints and possibilities of prison life, integrating authentic tasks and culturally relevant experiences. Through TBL, learners engaged with language in ways that were practical, personal, and empowering—fostering autonomy, emotional resilience, and a renewed sense of identity. These elements are crucial for preparing individuals to reconnect with society upon release. A significant dimension of the study was the exploration of transferring this material to a distance learning format. The clarity of the structure, accessibility of instructions, and communicative orientation make it well-suited for both synchronous and asynchronous delivery. With adequate technological support, distance education emerges not merely as an alternative but as an essential pathway for inclusive learning behind bars. Ultimately, the paper argues that prison education is not a privilege—it is a right. When approached with pedagogical care and adaptability, it becomes a vehicle for personal growth, empowerment, and social justice. It challenges exclusion and affirms the principle that access to meaningful education must extend to all, regardless of circumstance.

Author Biographies

  • Vasiliki Koutzeklidou, School of Humanities, Hellenic Open University, Greece
    Vasiliki Koutzeklidou is a PhD holder in Humanities from the Hellenic Open University and holds a Master's degree in Humanities. She has been teaching for more than fifteen years in secondary schools. Demonstrates continuous interest and participation in Teacher Training Programs while simultaneously monitoring social awareness issues and being active in learning issues concerning minors and adult learners. Her research interests are within the framework of formal and non-formal education of minors and adults, focusing on the identification of innovative programs with alternative forms of education and the creation of special educational materials. The investigation of the skills of adult learners of socially vulnerable groups is the reference point of research and contribution to science.
  • Evangelia (Gelly) Manousou, School of Humanities, Hellenic Open University, Greece
    Evangelia (Gelly) Manousou is an Assistant Professor at the Hellenic Open University, specializing in Instructional Design and Distance Education. She holds a PhD in Open and Distance Learning and has completed postdoctoral research on the development of postgraduate thesis skills. She supervises postgraduate theses at both the Hellenic Open University and the University of Crete, and served as Tutor Supervisor and Educational Coordinator-Counselor for 36 primary schools in Eastern Attica (2018–2023). She has authored a wide range of educational materials—including books, software, and MOOCs—and contributes regularly to academic journals. Her research interests include instructional design, 21st-century skills (particularly critical thinking and creativity), digital literacy, e-learning, and evaluation in distance education in the era of artificial intelligence.
  • Anthi Karatrantou, Hellenic Open University, Greece University of Patras, Greece

    Anthi Karatrantou is an Assistant Professor at the Department of Educational Sciences and Social Work, University of Patras, with teaching and researching interests in the field of ICTs in education, focusing on Emerging Technologies in education, STEAM education, innovative approaches in teaching and learning, and Open and Distance learning (ODL). She has 35 years’ experience in education at secondary and University level education, adult education, teacher training and education of vulnerable groups. She has also been working for the Hellenic Open University since 2000 as a Tutor, a coordinator of Tutors, a member of the authors’ team for educational material and a researcher. She has been working in more than 40 National and European Research projects as a researcher and scientific fellow of various Universities in Greece. She is an author or member of the authors’ group of more than 50 publications in International and Greek journals and 120 publications in International and Greek conference proceedings.

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Published

2025-10-06

Issue

Vol. 10 No. 3 (2025)

Section

Articles

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