The digital divide in rural Kenya exacerbates educational disparities, necessitating innovative solutions for remote learning. A mixed-methods approach combining surveys with experimental trials was employed. Data collection included quantitative assessments and qualitative interviews, ensuring comprehensive understanding of user needs and technological feasibility. The implementation showed a significant improvement ($p<0.05$) in student engagement (mean participation rate: 82%) compared to pre-intervention levels, indicating the effectiveness of our design principles. This study underscores the importance of iterative prototyping and user-centred design in developing EdTech solutions for underserved communities. Further research should explore scalability and long-term impact of these technologies while addressing potential integration challenges with existing educational infrastructures.