The COVID-19 has impacted education all over the world, especially many African countries where the experience of the pandemic has been distressing. While the need for distance learning was clear from the outset of the pandemic, achieving effective reach to learners was more complex, multifaceted and challenging task, facing to many issues: Closing equity and adapting and using technologies for hybrid learning that engages pupils. Early childhood and primary level students are seen to be most likely to be disadvantaged by the crisis and least likely to be able to access the technologies required for learning. These problems faced governments worldwide but has been particularly severe in most African countries where there is a wide disparity in technology use and access for the 'elite and for less advantaged pupils mostly in rural areas. his paper describes the first stage of a study that aims to characterize the ubiquitous learning scenario for marginalized regions and challenges brought by the COVID-19 pandemic to the Tunisian primary education context. This scenario aims to enhance learners to embrace change, learn, and keep attached to the learning process by interactive SMS based game. This scenario has been tested on the second level of science education in six Tunisian elementary schools in a rural region. A preliminary analysis showed that the proposed learning activities motivate Tunisian pupils who become more closer to learning than before. The experience should be generalized in the other Tunisian regions and classrooms. [For the full proceedings, see ED638044.]