Recent research has highlighted the advantages of Remote Laboratories (RLs) in engineering education over traditional labs. RLs allow students to experience a full-fledged laboratory without compromising what could be accomplished when physically present in the lab. Taking advantage of content-rich remote laboratories promotes access to laboratory instructions for a diverse student body, including groups that may have limited access to in-person lab spaces for various reasons related to their location, time, or other constraints. While RLs offer advantages over traditional laboratories, there is still room for improvement in terms of ensuring equitable access and addressing digital inequality. In this paper, we conducted a mixed-method analysis using quantitative and qualitative thematic methods to assess the impact of RLs on equitable access to educational technologies. We administered a survey to students enrolled in a sophomore-level digital design course that utilized a remotely accessible Field Programmable Gate Arrays (FPGAs) lab, aiming to gauge their perspectives on equitable access and digital inequalities based on their experience with the remote lab. Our study confirms that RLs provide new opportunities for equitable access but also highlights the need to address digital inequality. Our analysis revealed a connection between low-income students and the challenges they face in studying under conditions of poor internet quality and limited access to internet-connected devices. This study aims to guide the development of a new remote Software-Defined Radio (SDR) lab for radio-frequency communications courses, that address issues related to digital inequality and provide equitable access to educational resources. Our findings offer insights for educators and policymakers seeking to promote inclusive and equitable education, especially in the context of remote learning. [ABSTRACT FROM AUTHOR]