Giới thiệu
Chủ đề giáo dục bền vững (sustainability in education) đang ngày càng xuất hiện thường xuyên trong kỳ thi IELTS Reading, phản ánh xu hướng toàn cầu về bảo vệ môi trường và phát triển bền vững. Qua hơn 20 năm giảng dạy IELTS, tôi nhận thấy các bài đọc liên quan đến giáo dục, môi trường và phát triển bền vững chiếm khoảng 25-30% tổng số đề thi. Đây là một chủ đề rất quan trọng mà các bạn học viên cần chuẩn bị kỹ lưỡng.
Bài viết này cung cấp cho bạn một bộ đề thi IELTS Reading hoàn chỉnh với 3 passages từ dễ đến khó, giống như đề thi thật 100%. Bạn sẽ được luyện tập với 40 câu hỏi đa dạng, bao gồm tất cả các dạng câu hỏi phổ biến nhất trong IELTS Reading. Đặc biệt, mỗi câu hỏi đều có đáp án chi tiết kèm giải thích, giúp bạn hiểu rõ cách paraphrase và xác định thông tin trong bài. Bạn cũng sẽ học được hơn 40 từ vựng quan trọng liên quan đến sustainability và education, kèm theo phiên âm, nghĩa và cách sử dụng trong ngữ cảnh.
Đề thi này phù hợp cho học viên từ band 5.0 trở lên, giúp bạn làm quen với format thi thật và nâng cao kỹ năng đọc hiểu một cách hiệu quả nhất.
1. Hướng dẫn làm bài IELTS Reading
Tổng Quan Về IELTS Reading Test
IELTS Reading Test kéo dài 60 phút với 3 passages và tổng cộng 40 câu hỏi. Điểm đặc biệt là bạn không có thời gian riêng để chuyển đáp án sang phiếu trả lời, vì vậy cần quản lý thời gian rất chặt chẽ.
Phân bổ thời gian khuyến nghị:
- Passage 1 (Easy): 15-17 phút – Đây là bài dễ nhất, bạn cần làm nhanh để dành thời gian cho các bài sau
- Passage 2 (Medium): 18-20 phút – Độ khó trung bình, cần đọc kỹ hơn
- Passage 3 (Hard): 23-25 phút – Bài khó nhất, thường chứa nhiều từ vựng học thuật và yêu cầu suy luận cao
Lưu ý quan trọng: Luôn viết đáp án trực tiếp vào phiếu trả lời ngay khi làm xong mỗi câu để tránh quên hoặc không đủ thời gian chuyển đáp án.
Các Dạng Câu Hỏi Trong Đề Này
Đề thi mẫu này bao gồm các dạng câu hỏi phổ biến nhất trong IELTS Reading:
- Multiple Choice – Câu hỏi trắc nghiệm
- True/False/Not Given – Xác định thông tin đúng, sai hoặc không được đề cập
- Matching Headings – Nối tiêu đề với đoạn văn
- Sentence Completion – Hoàn thành câu
- Summary Completion – Hoàn thành đoạn tóm tắt
- Matching Features – Nối đặc điểm/thông tin
- Short-answer Questions – Câu hỏi trả lời ngắn
Mỗi dạng câu hỏi yêu cầu kỹ năng và chiến lược làm bài khác nhau, vì vậy việc luyện tập đa dạng là vô cùng quan trọng.
2. IELTS Reading Practice Test
PASSAGE 1 – Integrating Sustainability into School Curricula
Độ khó: Easy (Band 5.0-6.5)
Thời gian đề xuất: 15-17 phút
Schools around the world are increasingly recognizing the importance of incorporating sustainability education into their curricula. This shift reflects a growing awareness that environmental challenges, such as climate change, resource depletion, and pollution, require urgent action from future generations. By teaching students about sustainability from an early age, educators aim to develop environmentally conscious citizens who understand their role in protecting the planet.
One of the most effective approaches to promoting sustainability in education is through project-based learning. This method allows students to engage with real-world environmental issues in a hands-on manner. For example, many schools have established recycling programs where students learn to sort waste, understand the recycling process, and monitor the reduction in school waste over time. Such initiatives not only teach practical skills but also help students develop a sense of personal responsibility for environmental protection.
School gardens represent another popular method of sustainability education. These gardens serve multiple educational purposes: students learn about plant biology, sustainable agriculture, and food systems while also gaining practical gardening skills. Many schools have reported that students who participate in garden programs show increased interest in healthy eating and develop a deeper appreciation for where their food comes from. Moreover, school gardens can supply fresh produce to school cafeterias, demonstrating the practical benefits of sustainable practices.
The integration of sustainability into traditional subjects has also proven successful. Science classes naturally lend themselves to discussions about ecosystems, climate science, and renewable energy. Mathematics lessons can incorporate problems related to carbon footprint calculations or analyzing data on resource consumption. Even humanities subjects like history and literature can explore themes of environmental change and human relationships with nature. This cross-curricular approach ensures that sustainability becomes a fundamental part of students’ education rather than an isolated topic.
Teacher training plays a crucial role in the successful implementation of sustainability education. Many educators feel unprepared to teach environmental topics, particularly when these subjects fall outside their area of expertise. Professional development programs that focus on sustainability education provide teachers with the knowledge, resources, and confidence needed to integrate these important concepts into their lessons. Some educational authorities have developed specialized curricula and teaching materials specifically designed to support teachers in this endeavor.
Technology has emerged as a powerful tool for sustainability education. Digital platforms enable students to connect with peers around the world to share ideas and collaborate on environmental projects. Virtual field trips allow students to explore ecosystems and environmental sites they might not otherwise be able to visit. Educational apps and games make learning about sustainability engaging and interactive, particularly for younger students who respond well to gamified learning experiences.
Community involvement enhances the impact of school-based sustainability education. When schools partner with local environmental organizations, students gain access to expertise and resources beyond what schools alone can provide. Community experts can give guest lectures, lead field trips, or mentor student projects. These partnerships also help students see how their learning applies to real-world situations in their own communities, making the education more relevant and meaningful.
Despite the clear benefits, implementing sustainability education faces several challenges. Limited funding often restricts schools’ ability to develop comprehensive sustainability programs. Curriculum constraints mean that teachers must balance sustainability education with numerous other educational priorities and standardized testing requirements. Additionally, measuring the long-term impact of sustainability education remains difficult, as behavioral changes may not become apparent until students reach adulthood.
Questions 1-6: Multiple Choice
Choose the correct letter, A, B, C, or D.
1. According to the passage, why are schools incorporating sustainability education?
A. To reduce school operational costs
B. To prepare students to address environmental problems
C. To meet government requirements
D. To improve academic test scores
2. What benefit of school gardens is specifically mentioned?
A. They reduce the school’s water consumption
B. They provide employment for local gardeners
C. They help students understand food origins
D. They eliminate the need for science laboratories
3. The passage suggests that sustainability can be integrated into mathematics by:
A. replacing traditional math problems entirely
B. teaching students to design renewable energy systems
C. using environmental data in calculations
D. requiring students to major in environmental science
4. According to the passage, what challenge do teachers face regarding sustainability education?
A. Students are not interested in environmental topics
B. Many teachers lack preparation in teaching these subjects
C. Technology is too expensive to implement
D. Parents oppose sustainability education
5. How does technology support sustainability education?
A. By replacing the need for teachers
B. By reducing paper consumption in schools
C. By enabling global connections and virtual experiences
D. By automatically grading student assignments
6. What difficulty in sustainability education is mentioned in the final paragraph?
A. Students forget what they learn quickly
B. Parents refuse to support school programs
C. Long-term behavioral changes are hard to assess
D. Environmental problems are worsening too rapidly
Questions 7-10: True/False/Not Given
Do the following statements agree with the information given in the passage?
Write:
- TRUE if the statement agrees with the information
- FALSE if the statement contradicts the information
- NOT GIVEN if there is no information on this
7. Project-based learning is considered the only effective method for teaching sustainability.
8. School gardens can provide food for school meal programs.
9. All school subjects can incorporate sustainability themes in some way.
10. Sustainability education programs are more common in private schools than public schools.
Questions 11-13: Sentence Completion
Complete the sentences below.
Choose NO MORE THAN TWO WORDS from the passage for each answer.
11. Schools collaborate with __ to provide students with additional expertise and resources.
12. __ prevents schools from fully developing sustainability programs due to financial limitations.
13. Professional development helps teachers gain the __ necessary to teach sustainability topics effectively.
Học sinh tham gia dự án giáo dục phát triển bền vững trong trường học IELTS Reading
PASSAGE 2 – University Initiatives for Sustainable Campuses
Độ khó: Medium (Band 6.0-7.5)
Thời gian đề xuất: 18-20 phút
Higher education institutions worldwide are increasingly recognizing their pivotal role in advancing sustainability, not merely through academic instruction but also by transforming their physical campuses into living laboratories for sustainable practices. This dual approach—combining theoretical knowledge with practical implementation—allows universities to model the behaviors and systems they advocate, thereby creating a more compelling and authentic educational environment for students.
The concept of the “sustainable campus” has evolved significantly over the past two decades. Initially, university sustainability efforts focused primarily on operational improvements such as energy conservation and waste reduction. However, contemporary approaches are far more comprehensive, encompassing everything from green building design and renewable energy installation to sustainable food sourcing and biodiversity conservation. Leading institutions now view sustainability as an integrative framework that connects environmental stewardship, social equity, and economic viability—the three pillars traditionally associated with sustainable development.
Carbon neutrality has emerged as a defining goal for many prestigious universities. Achieving this ambitious target requires multifaceted strategies that address various sources of campus emissions. Some universities have invested heavily in on-site renewable energy generation, installing extensive solar panel arrays and wind turbines. Others have upgraded heating and cooling systems, retrofitted buildings with improved insulation, and implemented smart building management systems that optimize energy use. Carbon offset programs, whereby institutions invest in environmental projects to compensate for unavoidable emissions, have also become common, though they remain somewhat controversial among sustainability advocates who argue for absolute emission reductions.
The built environment represents a particularly significant opportunity for promoting sustainability in higher education. Many universities have adopted stringent green building standards, such as LEED (Leadership in Energy and Environmental Design) certification, for new construction and major renovations. These standards promote numerous sustainable features including energy-efficient lighting and HVAC systems, water conservation technologies, sustainable material selection, and designs that maximize natural light and ventilation. Some institutions have gone further, creating buildings that generate more energy than they consume—so-called “net-positive” structures—through a combination of exceptional energy efficiency and renewable energy generation.
Campus food systems offer another avenue for sustainability advancement. Progressive universities have transformed their dining services to prioritize locally sourced, organic ingredients and plant-based menu options, which typically have lower environmental footprints than conventional alternatives. Some campuses maintain their own farms or gardens, supplying fresh produce to dining halls while providing hands-on learning opportunities for students. Food waste reduction initiatives—including composting programs, trayless dining to reduce portion sizes, and donations of excess food to local charities—address the substantial environmental impact associated with food waste in institutional settings.
Transportation represents one of the most challenging aspects of campus sustainability due to the commuting patterns of students, faculty, and staff. Universities have employed various strategies to reduce transportation-related emissions, including enhanced public transit access, bike-sharing programs, electric vehicle charging infrastructure, and incentives for carpooling. Some institutions have created pedestrian-friendly campus designs that minimize the need for vehicular travel within campus boundaries. However, achieving significant reductions often requires addressing broader issues beyond institutional control, such as regional public transportation availability and urban planning policies.
The integration of sustainability into research and curriculum constitutes perhaps the most distinctive contribution universities can make. Many institutions have established dedicated sustainability research centers that investigate pressing environmental challenges and develop innovative solutions. Interdisciplinary programs bring together scholars from diverse fields—engineering, social sciences, business, natural sciences—to address complex sustainability issues that defy single-discipline approaches. This research not only advances knowledge but also informs policy and practice both within and beyond the university.
Student engagement is fundamental to campus sustainability success. Student-led initiatives often drive innovation and maintain momentum for sustainability efforts. Many universities provide seed funding for student sustainability projects, from establishing community gardens to organizing zero-waste events. Student organizations dedicated to environmental causes serve as important voices advocating for stronger institutional commitments. Furthermore, involving students in campus sustainability operations—through paid positions, internships, or volunteer opportunities—provides valuable experiential learning while contributing to institutional goals.
The economic dimension of campus sustainability presents both challenges and opportunities. While sustainable technologies and practices often require significant upfront investment, they typically generate long-term financial savings through reduced resource consumption. Many universities have established revolving sustainability funds, whereby savings generated from energy efficiency improvements are reinvested in additional sustainability projects, creating a self-perpetuating cycle of improvement. Nevertheless, competing institutional priorities and budget constraints can impede sustainability investments, particularly during economic downturns.
Questions 14-18: Matching Headings
Choose the correct heading for paragraphs B-F from the list of headings below.
List of Headings:
i. Economic considerations in sustainability programs
ii. The evolution of sustainable campus concepts
iii. Student leadership in environmental initiatives
iv. Reducing emissions from campus travel
v. Sustainable building design and construction
vi. The challenge of transportation emissions
vii. Campus food service transformation
viii. Research contributions to sustainability
ix. Renewable energy investments
14. Paragraph B
15. Paragraph C
16. Paragraph E
17. Paragraph F
18. Paragraph G
Questions 19-23: Summary Completion
Complete the summary below.
Choose NO MORE THAN TWO WORDS from the passage for each answer.
Universities are transforming their campuses into 19. __ where sustainability can be practiced and observed. Many institutions aim to achieve 20. __, requiring various emission-reduction strategies. In terms of construction, universities are adopting 21. __ such as LEED certification. Regarding food services, universities prioritize 22. __ ingredients to reduce environmental impact. Student involvement is crucial, with universities often providing 23. __ to support student-initiated sustainability projects.
Questions 24-26: Yes/No/Not Given
Do the following statements agree with the views of the writer in the passage?
Write:
- YES if the statement agrees with the views of the writer
- NO if the statement contradicts the views of the writer
- NOT GIVEN if it is impossible to say what the writer thinks about this
24. Carbon offset programs are the most effective way for universities to reduce emissions.
25. Universities can make a unique contribution to sustainability through academic research and teaching.
26. Most universities have successfully eliminated all transportation-related emissions from their campuses.
PASSAGE 3 – Theoretical Frameworks and Pedagogical Approaches to Sustainability Education
Độ khó: Hard (Band 7.0-9.0)
Thời gian đề xuất: 23-25 phút
The pedagogical landscape of sustainability education has undergone considerable epistemological transformation in recent decades, shifting from transmission-based models that emphasize factual knowledge dissemination toward more constructivist and transformative paradigms that prioritize critical thinking, values clarification, and behavioral modification. This evolution reflects broader debates within educational theory regarding the purposes of schooling and the relationship between education and social change. Scholars argue that addressing the multidimensional crisis represented by climate change, biodiversity loss, and social inequality requires nothing less than a fundamental reconceptualization of educational goals and methodologies.
Education for Sustainable Development (ESD), the dominant framework in this field, emerged from international policy processes, particularly the United Nations Decade of Education for Sustainable Development (2005-2014). ESD represents an attempt to operationalize sustainability principles within educational contexts, emphasizing not only environmental literacy but also social justice, economic understanding, and intercultural competence. However, the framework has faced substantial criticism from scholars who contend that its anthropocentric orientation and implicit acceptance of continued economic growth fail to adequately address the root causes of ecological degradation. These critics advocate for more radical approaches, such as ecopedagogy or place-based education, which challenge fundamental assumptions about human-nature relationships and the structure of modern consumer societies.
The theoretical foundations of sustainability education draw upon diverse intellectual traditions. Systems thinking—the capacity to understand complex interdependencies and feedback loops—is frequently identified as a core competency, enabling learners to comprehend how environmental, social, and economic systems interact across multiple scales. Critical pedagogy, rooted in the work of Paulo Freire and other liberatory educators, provides tools for examining power relations and structural inequalities that contribute to environmental problems. Meanwhile, cognitive psychology offers insights into how people form attitudes and make decisions about environmental issues, including the psychological barriers that impede pro-environmental behavior despite stated environmental concerns—a phenomenon sometimes termed the “value-action gap”.
Considerable scholarly attention has been devoted to identifying the specific competencies that sustainability education should develop. Sterling’s influential taxonomy proposes three levels of learning: first-order learning (acquiring facts and skills), second-order learning (understanding systems and questioning assumptions), and third-order learning (paradigm transformation and consciousness change). Wiek and colleagues have articulated a widely-cited framework of sustainability competencies, including systems-thinking competency, anticipatory competency (understanding future scenarios), normative competency (negotiating sustainability values), strategic competency (developing intervention strategies), and interpersonal competency (collaborating across differences). However, empirical assessment of these competencies remains methodologically challenging, and questions persist regarding whether they can be meaningfully taught and measured in educational settings.
The pedagogical methods employed in sustainability education reflect these theoretical commitments. Experiential learning—learning through direct experience and reflection—is particularly prevalent, manifesting in activities such as field investigations, community-based projects, and simulation exercises. Such approaches align with constructivist learning theory, which posits that learners actively construct understanding through engagement with real-world problems rather than passively receiving information. Action research methodologies, whereby students investigate issues in their own communities and implement interventions, exemplify this approach while simultaneously serving objectives of community improvement and civic engagement.
Transdisciplinary pedagogy represents another significant methodological orientation in sustainability education. Given that sustainability challenges inherently transcend traditional disciplinary boundaries, many educators argue for approaches that integrate knowledge from multiple fields while also incorporating experiential and indigenous knowledge systems. This requires fundamental restructuring of educational institutions, which typically organize knowledge into discrete disciplinary silos. Some universities have created integrated programs and team-taught courses that model transdisciplinary collaboration, though institutional barriers—including faculty reward systems that privilege disciplinary research—continue to impede widespread implementation.
The affective and values dimensions of sustainability education generate particular pedagogical challenges. While factual knowledge about environmental problems can be straightforwardly taught, fostering genuine commitment to sustainability values and motivating behavioral change proves far more complex. Some educators emphasize emotional engagement with nature through direct experience, hypothesizing that developing emotional bonds with the natural world cultivates environmental stewardship. Others focus on values clarification exercises that help students examine their own values and consider alternative ethical frameworks regarding human-environment relationships. However, concerns about indoctrination arise when education explicitly aims to shape values, raising questions about the appropriate boundaries between education and advocacy.
Assessment in sustainability education presents distinctive challenges. Traditional assessment methods emphasizing knowledge retention may inadequately capture the complex competencies that sustainability education aims to develop. Alternative assessment approaches—including portfolios, performance assessments, and self-reflection—offer potential advantages but raise concerns about reliability and comparability. Furthermore, the ultimate goal of sustainability education—contributing to actual sustainable behavior and societal transformation—manifests over long time periods, making it difficult to establish clear causal linkages between educational interventions and real-world outcomes. Longitudinal research tracking students’ trajectories after completing sustainability education remains limited.
The scalability of effective sustainability education poses another significant concern. While innovative programs at individual institutions demonstrate what is possible, systemic transformation requires widespread implementation across diverse educational contexts with varying resources and constraints. The professional development infrastructure to prepare teachers for sustainability education remains underdeveloped in many regions. Moreover, the political economy of education—including standardized testing regimes, accountability pressures, and unequal resource distribution—creates structural barriers to curriculum innovation. Some scholars argue that meaningful progress requires not merely improved pedagogical techniques but fundamental reform of educational systems themselves.
Recent scholarship has increasingly emphasized the importance of contextual adaptation in sustainability education. Approaches that prove effective in one cultural or geographical context may not translate successfully elsewhere due to differences in environmental conditions, cultural values, educational traditions, and political-economic circumstances. This recognition has prompted calls for decolonizing sustainability education—critically examining Western-centric assumptions and creating space for diverse cultural perspectives and knowledge systems. Indigenous communities, in particular, have advocated for educational approaches grounded in traditional ecological knowledge and relational worldviews that differ fundamentally from dominant Western paradigms of environmental management.
Questions 27-30: Multiple Choice
Choose the correct letter, A, B, C, or D.
27. According to the first paragraph, contemporary sustainability education emphasizes:
A. memorizing environmental facts
B. critical thinking and behavior change
C. economic development strategies
D. traditional educational methods
28. Critics of Education for Sustainable Development argue that:
A. it focuses too much on social justice issues
B. it does not adequately challenge economic growth assumptions
C. it is too expensive to implement widely
D. it requires too much teacher training
29. What does the passage suggest about the “value-action gap”?
A. It refers to differences between rich and poor countries
B. It describes inconsistencies between environmental attitudes and behaviors
C. It explains why some students fail environmental courses
D. It measures the cost of sustainability programs
30. According to the passage, assessing sustainability education outcomes is difficult because:
A. students are not interested in sustainability topics
B. teachers lack proper training in assessment methods
C. desired behavioral changes occur over long time periods
D. parents disagree with sustainability education goals
Questions 31-35: Matching Features
Match each concept (31-35) with the correct description (A-H).
Concepts:
31. Systems thinking
32. Critical pedagogy
33. Experiential learning
34. Transdisciplinary pedagogy
35. Values clarification
Descriptions:
A. Learning through direct engagement and reflection on experience
B. Understanding complex interdependencies between different systems
C. Examining power relations and structural inequalities
D. Integrating knowledge from multiple academic fields
E. Measuring student performance through standardized tests
F. Helping students explore their personal values regarding sustainability
G. Teaching students to use laboratory equipment
H. Focusing exclusively on scientific knowledge
Questions 36-40: Short-answer Questions
Answer the questions below.
Choose NO MORE THAN THREE WORDS from the passage for each answer.
36. What type of orientation is Education for Sustainable Development criticized for having?
37. According to Sterling, what is the highest level of learning that involves consciousness change?
38. What type of knowledge systems should be incorporated alongside academic knowledge in sustainability education?
39. What concern arises when education explicitly attempts to shape student values?
40. What do Indigenous communities advocate for in sustainability education approaches?
Giảng viên đại học giảng dạy về phát triển bền vững trong giáo dục IELTS
3. Answer Keys – Đáp Án
PASSAGE 1: Questions 1-13
- B
- C
- C
- B
- C
- C
- FALSE
- TRUE
- NOT GIVEN
- NOT GIVEN
- local environmental organizations
- Limited funding
- confidence
PASSAGE 2: Questions 14-26
- ii
- ix
- vii
- vi
- viii
- living laboratories
- carbon neutrality
- green building standards
- locally sourced
- seed funding
- NO
- YES
- NO
PASSAGE 3: Questions 27-40
- B
- B
- B
- C
- B
- C
- A
- D
- F
- anthropocentric orientation
- paradigm transformation / third-order learning
- indigenous knowledge systems
- indoctrination
- traditional ecological knowledge
4. Giải Thích Đáp Án Chi Tiết
Passage 1 – Giải Thích
Câu 1: B
- Dạng câu hỏi: Multiple Choice
- Từ khóa: why, incorporating sustainability education
- Vị trí trong bài: Đoạn 1, dòng 2-4
- Giải thích: Bài viết nêu rõ “environmental challenges…require urgent action from future generations” và mục đích là “develop environmentally conscious citizens”. Điều này được paraphrase thành “prepare students to address environmental problems” trong đáp án B. Các đáp án khác không được đề cập trong đoạn văn.
Câu 2: C
- Dạng câu hỏi: Multiple Choice
- Từ khóa: benefit, school gardens, specifically mentioned
- Vị trí trong bài: Đoạn 3, dòng 4-6
- Giải thích: Bài viết đề cập “students…develop a deeper appreciation for where their food comes from”, được paraphrase thành “understand food origins” trong đáp án C. Đây là lợi ích được nêu cụ thể trong bài.
Câu 4: B
- Dạng câu hỏi: Multiple Choice
- Từ khóa: challenge, teachers face
- Vị trí trong bài: Đoạn 5, dòng 2-3
- Giải thích: Bài viết nêu rõ “Many educators feel unprepared to teach environmental topics”, được paraphrase thành “lack preparation in teaching these subjects” trong đáp án B.
Câu 7: FALSE
- Dạng câu hỏi: True/False/Not Given
- Từ khóa: only effective method
- Vị trí trong bài: Đoạn 2-4
- Giải thích: Bài viết mô tả project-based learning là “one of the most effective approaches” (một trong những phương pháp hiệu quả nhất), không phải là phương pháp DUY NHẤT (only). Bài còn đề cập nhiều phương pháp khác như school gardens, cross-curricular approach. Do đó câu này mâu thuẫn với thông tin trong bài.
Câu 8: TRUE
- Dạng câu hỏi: True/False/Not Given
- Từ khóa: school gardens, supply, food, cafeterias
- Vị trí trong bài: Đoạn 3, dòng 6-7
- Giải thích: Bài viết nêu rõ “school gardens can supply fresh produce to school cafeterias”, trùng khớp hoàn toàn với thông tin trong câu hỏi.
Câu 11: local environmental organizations
- Dạng câu hỏi: Sentence Completion
- Từ khóa: collaborate, provide, expertise, resources
- Vị trí trong bài: Đoạn 7, dòng 2-3
- Giải thích: Câu trong bài: “When schools partner with local environmental organizations, students gain access to expertise and resources”. Câu hỏi sử dụng “collaborate” thay cho “partner with”, và đáp án chính xác là “local environmental organizations”.
Câu 12: Limited funding
- Dạng câu hỏi: Sentence Completion
- Từ khóa: prevents, financial limitations
- Vị trí trong bài: Đoạn 8, dòng 2
- Giải thích: Bài viết nêu “Limited funding often restricts schools’ ability to develop comprehensive sustainability programs”. Đây chính xác là từ cần điền.
Passage 2 – Giải Thích
Câu 14: ii (Paragraph B)
- Dạng câu hỏi: Matching Headings
- Từ khóa chính: sustainable campus, evolved, past two decades
- Giải thích: Đoạn B mô tả sự phát triển của khái niệm “sustainable campus” từ những nỗ lực ban đầu tập trung vào cải thiện hoạt động đến các phương pháp toàn diện hiện đại. Tiêu đề “The evolution of sustainable campus concepts” phản ánh chính xác nội dung này.
Câu 15: ix (Paragraph C)
- Dạng câu hỏi: Matching Headings
- Từ khóa chính: carbon neutrality, solar panels, wind turbines, renewable energy
- Giải thích: Đoạn C tập trung vào mục tiêu carbon neutrality và các khoản đầu tư vào năng lượng tái tạo như “solar panel arrays and wind turbines”. Tiêu đề “Renewable energy investments” phù hợp nhất.
Câu 19: living laboratories
- Dạng câu hỏi: Summary Completion
- Từ khóa: transforming campuses
- Vị trí trong bài: Đoạn A, dòng 2-3
- Giải thích: Bài viết nêu “transforming their physical campuses into living laboratories for sustainable practices”. Đây là cụm từ được sử dụng để mô tả cách các trường đại học biến khánh viên thành nơi thực hành bền vững.
Câu 24: NO
- Dạng câu hỏi: Yes/No/Not Given
- Từ khóa: carbon offset programs, most effective
- Vị trí trong bài: Đoạn C, dòng 7-9
- Giải thích: Bài viết đề cập carbon offset programs “remain somewhat controversial among sustainability advocates who argue for absolute emission reductions”. Điều này cho thấy tác giả không đồng ý rằng đây là phương pháp hiệu quả nhất. Trong khi các trường hợp được chứng minh là việc tương tự như How sustainability education is shaping future leaders đã chỉ ra rằng các phương pháp giảm phát thải trực tiếp thường được đánh giá cao hơn.
Câu 25: YES
- Dạng câu hỏi: Yes/No/Not Given
- Từ khóa: unique contribution, academic research and teaching
- Vị trí trong bài: Đoạn G, dòng 1-2
- Giải thích: Bài viết nêu rõ “perhaps the most distinctive contribution universities can make” là tích hợp sustainability vào nghiên cứu và chương trình giảng dạy. “Distinctive” được paraphrase thành “unique” trong câu hỏi, cho thấy tác giả đồng ý với quan điểm này.
Sinh viên thực hiện nghiên cứu về phát triển bền vững tại trường đại học
Passage 3 – Giải Thích
Câu 27: B
- Dạng câu hỏi: Multiple Choice
- Từ khóa: contemporary sustainability education emphasizes
- Vị trí trong bài: Đoạn A, dòng 2-4
- Giải thích: Bài viết mô tả sự chuyển đổi “toward more constructivist and transformative paradigms that prioritize critical thinking, values clarification, and behavioral modification”. Đáp án B “critical thinking and behavior change” là paraphrase chính xác của thông tin này.
Câu 28: B
- Dạng câu hỏi: Multiple Choice
- Từ khóa: critics, Education for Sustainable Development
- Vị trí trong bài: Đoạn B, dòng 4-7
- Giải thích: Bài viết nêu rõ “critics…contend that its anthropocentric orientation and implicit acceptance of continued economic growth fail to adequately address the root causes of ecological degradation”. Đáp án B phản ánh chính xác quan điểm phê bình này.
Câu 29: B
- Dạng câu hỏi: Multiple Choice
- Từ khóa: value-action gap
- Vị trí trong bài: Đoạn C, dòng 5-7
- Giải thích: Bài viết giải thích value-action gap là “psychological barriers that impede pro-environmental behavior despite stated environmental concerns”. Đáp án B “inconsistencies between environmental attitudes and behaviors” là paraphrase chính xác của định nghĩa này.
Câu 31: B (Systems thinking)
- Dạng câu hỏi: Matching Features
- Vị trí trong bài: Đoạn C, dòng 2-3
- Giải thích: Bài viết định nghĩa systems thinking là “the capacity to understand complex interdependencies and feedback loops”, khớp với mô tả B.
Câu 32: C (Critical pedagogy)
- Dạng câu hỏi: Matching Features
- Vị trí trong bài: Đoạn C, dòng 3-4
- Giải thích: Bài viết nêu “Critical pedagogy…provides tools for examining power relations and structural inequalities”, khớp với mô tả C.
Câu 36: anthropocentric orientation
- Dạng câu hỏi: Short-answer Questions
- Từ khóa: ESD, criticized
- Vị trí trong bài: Đoạn B, dòng 4-5
- Giải thích: Bài viết nêu rõ ESD bị chỉ trích vì “its anthropocentric orientation and implicit acceptance of continued economic growth”. Đáp án chính xác là “anthropocentric orientation”.
Câu 37: paradigm transformation / third-order learning
- Dạng câu hỏi: Short-answer Questions
- Từ khóa: Sterling, highest level, consciousness change
- Vị trí trong bài: Đoạn D, dòng 3-4
- Giải thích: Bài viết mô tả “third-order learning (paradigm transformation and consciousness change)” là cấp độ cao nhất trong phân loại của Sterling.
Câu 40: traditional ecological knowledge
- Dạng câu hỏi: Short-answer Questions
- Từ khóa: Indigenous communities, advocate
- Vị trí trong bài: Đoạn J, dòng 5-6
- Giải thích: Bài viết nêu “Indigenous communities…have advocated for educational approaches grounded in traditional ecological knowledge”. Đây chính là điều các cộng đồng bản địa ủng hộ.
5. Từ Vựng Quan Trọng Theo Passage
Passage 1 – Essential Vocabulary
| Từ vựng | Loại từ | Phiên âm | Nghĩa tiếng Việt | Ví dụ từ bài | Collocation |
|---|---|---|---|---|---|
| incorporate | v | /ɪnˈkɔːpəreɪt/ | kết hợp, tích hợp | incorporating sustainability education into their curricula | incorporate into |
| environmental challenges | n | /ɪnˌvaɪrənˈmentl ˈtʃælɪndʒɪz/ | thách thức môi trường | environmental challenges, such as climate change | face environmental challenges |
| project-based learning | n | /ˈprɒdʒekt beɪst ˈlɜːnɪŋ/ | học tập dựa trên dự án | project-based learning allows students to engage | implement project-based learning |
| recycling program | n | /riːˈsaɪklɪŋ ˈprəʊɡræm/ | chương trình tái chế | schools have established recycling programs | establish/run a recycling program |
| personal responsibility | n | /ˈpɜːsənl rɪˌspɒnsəˈbɪləti/ | trách nhiệm cá nhân | develop a sense of personal responsibility | take personal responsibility |
| food systems | n | /fuːd ˈsɪstəmz/ | hệ thống thực phẩm | learn about food systems | sustainable food systems |
| carbon footprint | n | /ˈkɑːbən ˈfʊtprɪnt/ | dấu chân carbon | carbon footprint calculations | reduce carbon footprint |
| cross-curricular | adj | /krɒs kəˈrɪkjələ/ | liên môn học | cross-curricular approach | cross-curricular integration |
| teacher training | n | /ˈtiːtʃə ˈtreɪnɪŋ/ | đào tạo giáo viên | Teacher training plays a crucial role | professional teacher training |
| digital platforms | n | /ˈdɪdʒɪtl ˈplætfɔːmz/ | nền tảng kỹ thuật số | Digital platforms enable students to connect | use digital platforms |
| curriculum constraints | n | /kəˈrɪkjələm kənˈstreɪnts/ | hạn chế chương trình học | Curriculum constraints mean that teachers must balance | overcome curriculum constraints |
| behavioral changes | n | /bɪˈheɪvjərəl ˈtʃeɪndʒɪz/ | thay đổi hành vi | behavioral changes may not become apparent | promote behavioral changes |
Passage 2 – Essential Vocabulary
| Từ vựng | Loại từ | Phiên âm | Nghĩa tiếng Việt | Ví dụ từ bài | Collocation |
|---|---|---|---|---|---|
| pivotal role | n | /ˈpɪvətl rəʊl/ | vai trò then chốt | recognizing their pivotal role in advancing sustainability | play a pivotal role |
| living laboratories | n | /ˈlɪvɪŋ ˈlæbrətriz/ | phòng thí nghiệm sống | transforming campuses into living laboratories | serve as living laboratories |
| carbon neutrality | n | /ˈkɑːbən njuːˈtræləti/ | trung hòa carbon | Carbon neutrality has emerged as a defining goal | achieve carbon neutrality |
| multifaceted strategies | n | /ˌmʌltiˈfæsɪtɪd ˈstrætədʒiz/ | chiến lược đa diện | requires multifaceted strategies | develop multifaceted strategies |
| green building standards | n | /ɡriːn ˈbɪldɪŋ ˈstændədz/ | tiêu chuẩn xây dựng xanh | adopted green building standards | meet green building standards |
| net-positive structures | n | /net ˈpɒzətɪv ˈstrʌktʃəz/ | công trình năng lượng dương | buildings that generate more energy—net-positive structures | create net-positive structures |
| locally sourced | adj | /ˈləʊkəli sɔːst/ | có nguồn gốc địa phương | prioritize locally sourced ingredients | use locally sourced materials |
| food waste reduction | n | /fuːd weɪst rɪˈdʌkʃn/ | giảm lãng phí thực phẩm | Food waste reduction initiatives | implement food waste reduction |
| transportation-related emissions | n | /ˌtrænspɔːˈteɪʃn rɪˈleɪtɪd ɪˈmɪʃnz/ | phát thải liên quan đến giao thông | reduce transportation-related emissions | cut transportation-related emissions |
| pedestrian-friendly | adj | /pəˈdestriən ˈfrendli/ | thân thiện với người đi bộ | pedestrian-friendly campus designs | create pedestrian-friendly areas |
| interdisciplinary programs | n | /ˌɪntədɪsəˈplɪnəri ˈprəʊɡræmz/ | chương trình liên ngành | Interdisciplinary programs bring together scholars | establish interdisciplinary programs |
| seed funding | n | /siːd ˈfʌndɪŋ/ | nguồn vốn ban đầu | universities provide seed funding for student projects | provide seed funding |
| revolving funds | n | /rɪˈvɒlvɪŋ fʌndz/ | quỹ luân chuyển | established revolving sustainability funds | create revolving funds |
| budget constraints | n | /ˈbʌdʒɪt kənˈstreɪnts/ | hạn chế ngân sách | budget constraints can impede sustainability investments | face budget constraints |
| experiential learning | n | /ɪkˌspɪəriˈenʃl ˈlɜːnɪŋ/ | học tập trải nghiệm | provides valuable experiential learning | promote experiential learning |
Passage 3 – Essential Vocabulary
| Từ vựng | Loại từ | Phiên âm | Nghĩa tiếng Việt | Ví dụ từ bài | Collocation |
|---|---|---|---|---|---|
| epistemological transformation | n | /ɪˌpɪstəməˈlɒdʒɪkl ˌtrænsfəˈmeɪʃn/ | chuyển đổi tri thức luận | undergone epistemological transformation | undergo epistemological transformation |
| constructivist paradigms | n | /kənˈstrʌktɪvɪst ˈpærədaɪmz/ | mô hình kiến tạo | toward constructivist paradigms | adopt constructivist paradigms |
| behavioral modification | n | /bɪˈheɪvjərəl ˌmɒdɪfɪˈkeɪʃn/ | thay đổi hành vi | prioritize behavioral modification | achieve behavioral modification |
| multidimensional crisis | n | /ˌmʌltidaɪˈmenʃənl ˈkraɪsɪs/ | khủng hoảng đa chiều | the multidimensional crisis represented by climate change | address multidimensional crisis |
| operationalize | v | /ˌɒpəˈreɪʃənəlaɪz/ | vận hành hóa, thực thi | operationalize sustainability principles | operationalize principles |
| anthropocentric orientation | n | /ˌænθrəpəʊˈsentrɪk ˌɔːriənˈteɪʃn/ | định hướng lấy con người làm trung tâm | its anthropocentric orientation | challenge anthropocentric orientation |
| ecological degradation | n | /ˌiːkəˈlɒdʒɪkl ˌdeɡrəˈdeɪʃn/ | suy thoái sinh thái | root causes of ecological degradation | prevent ecological degradation |
| systems thinking | n | /ˈsɪstəmz ˈθɪŋkɪŋ/ | tư duy hệ thống | Systems thinking is frequently identified | develop systems thinking |
| value-action gap | n | /ˈvæljuː ˈækʃn ɡæp/ | khoảng cách giữa giá trị và hành động | a phenomenon termed the value-action gap | bridge the value-action gap |
| paradigm transformation | n | /ˈpærədaɪm ˌtrænsfəˈmeɪʃn/ | chuyển đổi mô hình | paradigm transformation and consciousness change | achieve paradigm transformation |
| sustainability competencies | n | /səˌsteɪnəˈbɪləti ˈkɒmpɪtənsiz/ | năng lực bền vững | framework of sustainability competencies | develop sustainability competencies |
| experiential learning | n | /ɪkˌspɪəriˈenʃl ˈlɜːnɪŋ/ | học tập qua trải nghiệm | Experiential learning is particularly prevalent | promote experiential learning |
| transdisciplinary pedagogy | n | /ˌtrænzdɪsəˈplɪnəri ˈpedəɡɒdʒi/ | phương pháp giảng dạy xuyên ngành | Transdisciplinary pedagogy represents another orientation | implement transdisciplinary pedagogy |
| indigenous knowledge systems | n | /ɪnˈdɪdʒənəs ˈnɒlɪdʒ ˈsɪstəmz/ | hệ thống tri thức bản địa | incorporating indigenous knowledge systems | integrate indigenous knowledge systems |
| indoctrination | n | /ɪnˌdɒktrɪˈneɪʃn/ | sự áp đặt tư tưởng | concerns about indoctrination arise | avoid indoctrination |
| causal linkages | n | /ˈkɔːzl ˈlɪŋkɪdʒɪz/ | mối liên hệ nhân quả | establish clear causal linkages | demonstrate causal linkages |
| scalability | n | /ˌskeɪləˈbɪləti/ | khả năng mở rộng quy mô | The scalability of effective sustainability education | ensure scalability |
| contextual adaptation | n | /kənˈtekstʃuəl ˌædæpˈteɪʃn/ | sự thích nghi theo ngữ cảnh | importance of contextual adaptation | require contextual adaptation |
| relational worldviews | n | /rɪˈleɪʃənl ˈwɜːldvjuːz/ | quan niệm thế giới quan hệ | grounded in relational worldviews | embrace relational worldviews |
Từ vựng quan trọng cho IELTS Reading về giáo dục bền vững
Kết bài
Chủ đề giáo dục phát triển bền vững không chỉ là một xu hướng giáo dục toàn cầu mà còn là một trong những chủ đề quan trọng thường xuyên xuất hiện trong kỳ thi IELTS Reading. Qua bài viết này, bạn đã được thực hành với một bộ đề thi hoàn chỉnh gồm 3 passages với độ khó tăng dần, từ band 5.0-6.5 cho đến band 7.0-9.0.
Ba passages trong đề thi này đã cung cấp cho bạn cái nhìn toàn diện về sustainability in education từ nhiều góc độ khác nhau: từ việc tích hợp sustainability vào chương trình học phổ thông (Passage 1), các sáng kiến của trường đại học trong việc xây dựng campus bền vững (Passage 2), cho đến các khung lý thuyết và phương pháp sư phạm tiên tiến trong giáo dục bền vững (Passage 3). Đề bài bao gồm đầy đủ 40 câu hỏi với 7 dạng câu hỏi khác nhau, giúp bạn làm quen với mọi format có thể gặp trong thi thật.
Phần đáp án chi tiết kèm giải thích đã chỉ ra cách xác định thông tin trong bài, cách paraphrase giữa câu hỏi và passage, cũng như các chiến lược làm bài hiệu quả cho từng dạng câu hỏi. Điều này không chỉ giúp bạn tự đánh giá kết quả mà còn hiểu rõ phương pháp tư duy cần thiết để đạt band điểm cao. Các ví dụ tương tự như Economic impacts of renewable energy adoption và How blockchain is enhancing sustainability in supply chains cũng cho thấy sustainability là một chủ đề rộng lớn với nhiều khía cạnh khác nhau trong IELTS.
Hơn 40 từ vựng quan trọng được trình bày trong các bảng từ vựng theo từng passage sẽ giúp bạn xây dựng vốn từ vựng học thuật vững chắc, không chỉ cho phần Reading mà còn cho cả Writing và Speaking. Hãy dành thời gian học thuộc những từ này và thực hành sử dụng chúng trong các ngữ cảnh khác nhau.
Đặc biệt, các chủ đề liên quan như Renewable energy innovations in developing countries và How climate action is integrated into cultural studies cũng rất đáng để bạn tìm hiểu thêm, vì chúng mở rộng hiểu biết của bạn về các vấn đề toàn cầu đương đại – một lợi thế lớn khi làm bài thi IELTS Reading.
Hãy nhớ rằng, thành công trong IELTS Reading đến từ việc luyện tập đều đặn với các đề thi chất lượng cao như thế này. Đừng chỉ làm qua loa mà hãy phân tích kỹ từng câu trả lời, học từ những sai lầm và không ngừng cải thiện kỹ năng đọc hiểu và quản lý thời gian của mình. Chúc bạn học tốt và đạt được band điểm mong muốn trong kỳ thi IELTS sắp tới!
