This systematic literature review explores the integration of mobile STEM labs and digital technologies including artificial intelligence (AI), robotics and e-learning platforms as tools for enhancing STEM education in marginalized regions of Kenya. In alignment with Kenya’s transition to the Competency-Based Curriculum (CBC), these technologies offer scalable solutions for delivering practical, hands-on science learning where traditional infrastructure is lacking. Guided by PRISMA methodology, 20 peer-reviewed studies were selected from academic databases such as Google Scholar, Scopus, ERIC, and JSTOR. The review is grounded in Constructivist Learning Theory, which emphasizes active, experience-based learning, and Technological Pedagogical Content Knowledge (TPACK) Framework, which supports the strategic integration of technology into teaching. Findings show that mobile STEM labs and AI tools enhance student engagement, critical thinking, and STEM identity, while addressing educational equity. However, challenges such as digital infrastructure gaps, limited teacher preparedness, and sustainability concerns remain. The study underscores the need for localized, teacher-supported interventions to ensure long-term impact in Kenya’s arid and semi-arid regions.