Despite global commitments to Education for All, learners in rural Basic Education schools in Nigeria continue to experience digital exclusion. High-cost technology interventions have largely failed in low-resource contexts due to issues of power, connectivity, cost, and teacher capacity. This conceptual paper explores how low-cost digital tools and global best practices can be adapted to promote inclusive Basic Education in rural schools. Drawing on literature from UNESCO, UNICEF, and successful models in Kenya, India, Bangladesh, and South Africa, the paper synthesizes evidence on frugal edtech solutions such as mobile-based learning, offline content hubs, radio instruction, and low-tech inclusive pedagogies. Anchored on Frugal Innovation Theory and Diffusion of Innovation, the paper proposes a "3A (Access, Adaptability, and Agency) Framework for Rural Inclusion" as guiding principles for adoption. The discussion further presents a "Hub-and-Spoke Model" that leverages solar-powered offline hubs in cluster schools and teacher mobile mentoring as a feasible pathway for Nigerian rural communities. The paper concludes that inclusion in rural Basic Education is achievable without expensive infrastructure. It recommends that UBEC/SUBEB prioritize funding for low-cost, offline-capable tools, invest in teacher digital skills, and pilot context-specific adaptations of proven global models to bridge the rural-urban learning gap.