Designing for digital equality is critical in the modern world. Digital inequality is more pronounced in rural areas, where the majority are illiterate and poor. As a result of this, individuals are not motivated, enabled and triggered enough to access and use Information and Communication Technologies. Additionally, existing rural ICT artifacts or applications are not usable by these demographics. Therefore, this paper understood and validated rural ICT design requirements. It achieved this by developing a community learning system, applying design science research methodology and integrated Fogg persuasive frameworks. Results shows that use of local language, local content, videos, audio, touch-based input, proper content categorization, accessibility (location) and peer participation and collaboration fosters user engagement with the ICT artifact. These approaches had a significant impact in the achievement of user self-efficacy. This is explained by the task findings, 71%, 83%, 70% and 78% successfully, within the stipulated time and on their own, accomplished tasks 1, 2, 3 and 4 respectively. Users found the content to be practical and applicable to their day-to-day activities. Users appreciated the system’s potential for learning indicating that it could significantly enhance their knowledge and skills. The significance of Design Science Research and integrated Fogg persuasive frameworks in creating usable and accessible ICT solutions tailored to the needs of the target population cannot be underrated. It was concluded that design solutions targeting vulnerable demographics are key to the success of designs for digital equality. In other words, usable solutions for the aged, women illiterate, uneducated and the poor, are more usable for the young, men, literate, educated, and the rich (financially stable). Thus, enhancing inclusivity in access and use of rural ICTs.