In the field of Education, Educational Technology and Digital Pedagogy, geographic isolation and limited infrastructure restrict educational enrichment in remote agrarian communities. This empirical investigation systematically examines Mobile Learning Platforms and Socio-Emotional Well-Being of Rural Primary School Students through a multi-stage experimental methodology and rigorous quantitative analytical framework. Utilizing longitudinal cluster randomized intervention providing offline-capable tablet learning platforms across forty rural village schools, data were gathered across multiple operational cycles and validated against established international benchmarks. The statistical and computational results reveal that students using the mobile platform exhibited significant literacy score increases (+28%) alongside elevated self-efficacy and school enthusiasm. Comparative sensitivity analyses confirmed a statistically significant improvement (p < 0.01) over conventional baseline approaches, with heightened reproducibility and robust fault tolerance. These comprehensive findings provide actionable theoretical insights and practical implementation guidelines for rural development agencies, primary education ministries, and non-profit educational foundations. Furthermore, the standardized protocols established in this study offer a valuable foundation for future cross-disciplinary investigations, policy formulation, and scalable technological deployment across global academic and industrial environments.