<![CDATA[Digital inequality remains a persistent challenge in the education systems of underserved communities in the Philippines. This study aimed to design and evaluate a sustainable and context-based educational technology solution accessible to low-resource areas. Using a design-based research (DBR) approach, the study proceeded through four phases: field needs assessment via surveys and interviews, development of a solar-powered portable learning device with offline content, a 10-week pilot implementation in three remote schools, and evaluation using both quantitative and qualitative data. Results revealed significant improvements in students' average scores in Mathematics, Science, and English, with gains ranging from 30% to 35%. Both students and teachers reported high satisfaction with the usability, content relevance, and engagement potential of the device. Qualitative findings further highlighted the importance of localized language support, device portability, and teacher training in the successful integration of technology. The study demonstrates that participatory, context-driven EdTech development can yield impactful, scalable solutions for digital equity in similarly challenged regions.]]>
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