Children from low-income families may face multiple literacy and bias dilemmas when using e-learning tools. Some of these challenges include: 1. Digital divide: Low-income families may lack access to reliable internet connections, devices, and learning software, limiting their experiences and development of technical skills related to digital literacy. 2. Inadequate devices: Children from low-income families may not have access to modern devices such as tablets or laptops, which may lead to barriers in their use of e-learning tools. 3. Poor digital literacy: Children from low-income families may not acquire basic computer skills, cybersecurity best practices, or online safety, which may limit their interaction with digital tools. 4. Limited bias against digital resources: Low-income families may lack access to high-quality digital resources, apps, or online courses, which may exacerbate existing educational gaps. 5. Lack of technological knowledge from different cultures: Low-income families may not have digital materials relevant to their cultural background or language, creating barriers in digital literacy, education, and socioeconomic opportunities. 6. Teachers’ lack of preparedness to support digital literacy: Some teachers in low-income schools may not be prepared to effectively integrate digital tools, assess digital literacy, or address bias and prejudice from dynamic learning environments. 7. Lack of funding and digital infrastructure: Low-income schools may need to update and maintain necessary technology infrastructure, creating gaps in educational resources, digital literacy, and access to e-learning tools. 8. Content bias: Children from low-income families may be exposed to content online that is inconsiderate or unrepresentative of their cultural, racial, or socioeconomic background, fostering bias, stereotypes, and a sense of belonging to educational materials. 9. Learning disabilities or differences in abilities: Low-income families may not have access to the necessary technology to support different learning styles, disabilities, or abilities, which may limit access to e-learning tools and exacerbate bias. 10. Online safety risks: Children from low-income families may be exposed to more cyberbullying, cyberharassment, or other online safety threats than their peers, which may put a strain on their digital literacy and confidence in online learning. To address these challenges, a multifaceted approach is necessary, including: 1. Investing in digital infrastructure and accessibility initiatives. 2. Provide digital literacy training to teachers to strengthen their ability to effectively integrate technology and address bias. 3. Develop culturally relevant digital content and resources for low-income families. 4. Ensure e-learning tools are accessible and inclusive, catering to different learning styles and abilities. 5. Develop and implement cybersecurity best practices and online safety education. 6. Provide digital literacy training and online safety education to help students, teachers, and families. 7. Promote community-based programs and partnerships to bridge the digital divide and increase access to digital tools. Addressing these literacy and bias issues is critical to promoting equitable e-learning opportunities for all children, including those from low-income families, improving educational outcomes, and breaking down socioeconomic barriers.