Rapid expansion of Information and Communication Technologies (ICT), including devices and connectivity, has been advancing opportunities for educational planning with important consequences for students and teachers, playing an irreplaceable role in achieving the SDG pledge to “leave no one behind” (Lake, 2019). Historically in developing countries contexts, rural schools have been particularly limited in their access to quality learning resources, primarily affecting sociolinguistic minorities. Both China and Kenya share similarities in their prevalence of rural school settings with large populations of marginalized learners living in extreme poverty, and both countries have been developing ICT-related programs in rural education, according to the 2018 World Bank Development report. Leveraging ICT for improved learning in such contexts has grown substantially in recent years. This study will draw on recent evidence to compare of ICT-enabled learning solutions for rural schooling in China and Kenya. The aim of this study is to present trends under different political, social and geographical contexts over times. Findings from a systematic review of studies between 2001 to 2019 on mobile learning practices in rural schools of China and Kenya will be organized along three categories: 1) Prevalence in ICT interventions; 2) trends in design features within complex settings; 3) learning outcomes and effectiveness. Results of seminaries and disparities between both countries provide future suggestions around curriculum design and policy development.