IELTS Reading: Vai Trò Giáo Dục Trong Giao Lưu Văn Hóa Toàn Cầu – Đề Thi Mẫu Có Đáp Án Chi Tiết

Mở Bài

Giáo dục đóng vai trò then chốt trong việc thúc đẩy giao lưu văn hóa toàn cầu, giúp xóa bỏ rào cản và xây dựng sự hiểu biết lẫn nhau giữa các quốc gia. Chủ đề “The Role Of Education In Fostering Global Cultural Exchange” thường xuyên xuất hiện trong IELTS Reading với tần suất cao, đặc biệt trong các đề thi gần đây khi xu hướng toàn cầu hóa và đa văn hóa ngày càng được chú trọng.

Bài viết này cung cấp một bộ đề thi IELTS Reading hoàn chỉnh gồm 3 passages với độ khó tăng dần từ Easy đến Hard, bao phủ đầy đủ các dạng câu hỏi thường gặp trong kỳ thi thực tế. Bạn sẽ được luyện tập với 40 câu hỏi đa dạng, kèm theo đáp án chi tiết và giải thích cụ thể về cách tìm thông tin, paraphrase và vận dụng kỹ thuật làm bài hiệu quả.

Đề thi này phù hợp cho học viên có trình độ từ band 5.0 trở lên, giúp bạn làm quen với format thi thật, nâng cao khả năng đọc hiểu học thuật và tích lũy vốn từ vựng chuyên ngành về giáo dục quốc tế và giao lưu văn hóa. Hãy chuẩn bị sẵn 60 phút để hoàn thành bài test này trong điều kiện tương tự như phòng thi thực tế.

1. Hướng Dẫn Làm Bài IELTS Reading

Tổng Quan Về IELTS Reading Test

IELTS Reading Test là phần thi kéo dài 60 phút với 3 passages và tổng cộng 40 câu hỏi. Mỗi câu trả lời đúng được tính là 1 điểm, không bị trừ điểm khi sai. Độ khó tăng dần từ Passage 1 đến Passage 3, với nội dung đa dạng từ mô tả, thuyết minh đến phân tích, lập luận học thuật.

Phân bổ thời gian khuyến nghị:

• Passage 1: 15-17 phút (13 câu hỏi)
• Passage 2: 18-20 phút (13 câu hỏi)
• Passage 3: 23-25 phút (14 câu hỏi)

Lưu ý rằng bạn cần quản lý thời gian chặt chẽ vì không có thời gian riêng để chép đáp án vào answer sheet như phần Listening.

Các Dạng Câu Hỏi Trong Đề Này

Đề thi mẫu này bao gồm 7 dạng câu hỏi phổ biến nhất trong IELTS Reading:

• Multiple Choice: Chọn đáp án đúng từ các phương án cho sẵn
• True/False/Not Given: Xác định thông tin đúng, sai hoặc không được đề cập
• Yes/No/Not Given: Xác định ý kiến của tác giả đồng ý, không đồng ý hay không nêu
• Matching Headings: Nối tiêu đề phù hợp với các đoạn văn
• Sentence Completion: Hoàn thành câu với từ trong bài
• Matching Features: Nối thông tin với người/tổ chức/địa điểm tương ứng
• Short-answer Questions: Trả lời ngắn câu hỏi với số từ giới hạn

Học viên luyện thi IELTS Reading về chủ đề vai trò giáo dục trong giao lưu văn hóa toàn cầu

2. IELTS Reading Practice Test

PASSAGE 1 – Education Without Borders: Building Cultural Bridges

Độ khó: Easy (Band 5.0-6.5)

Thời gian đề xuất: 15-17 phút

In recent decades, educational institutions worldwide have recognized their crucial role in promoting cross-cultural understanding and global citizenship. Universities and schools are no longer confined to teaching academic subjects within national boundaries; instead, they have become vibrant hubs for international exchange and cultural dialogue. This transformation reflects a growing awareness that education transcends mere knowledge transmission—it serves as a powerful tool for fostering mutual respect and appreciation among diverse cultures.

The most visible manifestation of this trend is the dramatic increase in student mobility programs. According to UNESCO statistics, the number of internationally mobile students has more than doubled over the past two decades, reaching approximately 6 million in 2022. These students bring their unique cultural perspectives, traditions, and worldviews to their host countries, creating multicultural learning environments where peers can engage with different ways of thinking and living. Exchange programs such as Erasmus in Europe and the Fulbright Program in the United States have been instrumental in facilitating these movements, offering scholarships and support systems that make international education accessible to students from various socioeconomic backgrounds.

Beyond physical mobility, technology has revolutionized how educational institutions promote cultural exchange. Virtual classrooms and online collaborative projects enable students from different continents to work together on shared assignments without leaving their home countries. For instance, a biology class in Japan might partner with a school in Brazil to study biodiversity in their respective regions, comparing ecosystems and conservation strategies through video conferences and shared digital platforms. These technological innovations have democratized access to international educational experiences, particularly benefiting students who face financial constraints or other barriers to physical travel.

Language education represents another critical avenue through which schools foster cultural understanding. When students learn a foreign language, they are not simply memorizing vocabulary and grammar rules; they are gaining insight into how speakers of that language perceive and interpret the world. Many progressive educational systems now emphasize cultural competence alongside linguistic proficiency, incorporating lessons about customs, social norms, and historical contexts into language curricula. This holistic approach helps students develop empathy and reduces the likelihood of cultural misunderstandings in future international interactions.

Curriculum internationalization has also become a priority for forward-thinking institutions. Rather than teaching history, literature, or social studies from a purely national perspective, educators are increasingly adopting comparative approaches that examine topics through multiple cultural lenses. For example, a world history course might explore how different societies experienced and remember the same historical events, helping students understand that there are often multiple valid narratives rather than a single “correct” version. This pedagogical shift encourages critical thinking and challenges students to question their own cultural assumptions.

The benefits of education-driven cultural exchange extend far beyond individual students. Research consistently shows that exposure to diversity in educational settings correlates with improved problem-solving abilities, enhanced creativity, and greater adaptability—skills that are increasingly valuable in our interconnected global economy. Furthermore, students who have experienced meaningful cross-cultural interactions are more likely to pursue careers in international fields and to become advocates for global cooperation and understanding in their communities.

However, challenges remain in maximizing the potential of education as a vehicle for cultural exchange. Language barriers, visa restrictions, and economic inequalities can limit participation in international programs. Additionally, some critics argue that the current system disproportionately benefits students from wealthy nations, creating a form of “academic tourism” rather than genuine exchange. Addressing these concerns requires coordinated efforts from governments, educational institutions, and international organizations to ensure that opportunities for cultural exchange are equitable and accessible to all students, regardless of their backgrounds.

Looking ahead, the role of education in fostering global cultural exchange will likely become even more significant. As the world faces shared challenges like climate change, pandemics, and technological disruption, the need for cross-cultural collaboration and understanding has never been greater. Educational institutions are uniquely positioned to prepare the next generation with the knowledge, skills, and attitudes necessary to navigate and shape an increasingly interconnected world.

Questions 1-5: Multiple Choice

Choose the correct letter, A, B, C, or D.

1. According to the passage, educational institutions have become
A. more focused on national boundaries
B. centers for international cultural exchange
C. less interested in academic subjects
D. primarily focused on knowledge transmission

2. The number of internationally mobile students in 2022 was approximately
A. 3 million
B. 4 million
C. 6 million
D. 8 million

3. Virtual classrooms benefit students primarily by
A. replacing traditional education completely
B. making international experiences more accessible
C. eliminating the need for foreign languages
D. reducing the quality of education

4. Language education helps students develop
A. only vocabulary and grammar skills
B. cultural understanding and empathy
C. competitive advantages exclusively
D. scientific knowledge

5. According to the passage, exposure to diversity in education improves
A. test scores only
B. problem-solving and creativity
C. language skills exclusively
D. national identity

Questions 6-9: 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

6. The Erasmus Program operates exclusively in Europe.

7. Technology has made cultural exchange possible only for wealthy students.

8. Progressive educational systems teach cultural competence along with language skills.

9. All universities have successfully implemented internationalized curricula.

Questions 10-13: Sentence Completion

Complete the sentences below.

Choose NO MORE THAN TWO WORDS from the passage for each answer.

10. Students participating in exchange programs bring their unique __ to host countries.

11. A biology class example showed students comparing ecosystems and __ between countries.

12. Curriculum internationalization adopts __ that examine topics through multiple cultural perspectives.

13. Critics argue that current systems create a form of __ rather than genuine exchange.

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PASSAGE 2 – The Transformative Power of International Education Partnerships

Độ khó: Medium (Band 6.0-7.5)

Thời gian đề xuất: 18-20 phút

The landscape of global education has undergone a profound transformation over the past three decades, driven largely by strategic partnerships between institutions across different nations and cultures. These collaborative frameworks extend far beyond simple student exchange agreements, encompassing joint research initiatives, dual-degree programs, faculty exchanges, and collaborative curriculum development. Such partnerships represent a sophisticated approach to fostering cross-cultural understanding, one that recognizes education as both a catalyst for and beneficiary of increased global interconnectedness.

Institutional partnerships in education typically fall into several distinct categories, each serving unique purposes in promoting cultural exchange. Bilateral agreements between two universities might focus on specific disciplines, allowing students to spend a semester or year studying specialized subjects at the partner institution while maintaining enrollment at their home university. More ambitious are consortium arrangements, where multiple institutions from different countries form networks around shared academic interests or regional concerns. The Association of Pacific Rim Universities, for instance, brings together 60 leading research universities from 19 economies to collaborate on issues of common interest to the Asia-Pacific region, including sustainability, public health, and cultural heritage preservation.

The pedagogical benefits of these partnerships are multifaceted and well-documented. Students who participate in international collaborative programs demonstrate significantly higher levels of intercultural competence—the ability to communicate effectively and appropriately with people from different cultural backgrounds. A comprehensive study conducted by the Institute of International Education found that students who engaged in structured international experiences showed a 25% improvement in their ability to navigate cultural differences compared to their peers who studied exclusively in their home countries. Moreover, these students exhibited enhanced cognitive flexibility, the capacity to switch between different conceptual frameworks and problem-solving strategies, a skill increasingly valued in the contemporary workplace.

However, the impact of educational partnerships extends well beyond individual student outcomes. These collaborations often catalyze institutional innovation, introducing new pedagogical approaches and administrative practices that benefit the entire academic community. When universities from different educational traditions work together, they are compelled to examine and sometimes challenge their own assumptions about teaching and learning. For example, a partnership between a North American institution emphasizing critical thinking and independent research and an Asian university with strengths in collaborative learning and respect for authority might lead both to develop hybrid pedagogical models that incorporate the best elements of each approach.

The research dimension of international educational partnerships deserves particular attention. Collaborative research projects involving scholars from multiple countries bring together diverse perspectives and methodological approaches, often leading to more robust and innovative findings than single-nation studies. In fields addressing global challenges—such as climate science, infectious disease control, or sustainable development—international collaboration is not merely beneficial but essential. The Intergovernmental Panel on Climate Change, for instance, exemplifies how international scientific collaboration informed by diverse cultural and regional perspectives can produce authoritative knowledge that shapes global policy. Educational institutions that foster such collaborations are training students to participate in these kinds of multinational efforts, preparing them for careers that will increasingly require cross-cultural research skills.

Language acquisition represents both a challenge and an opportunity within international educational partnerships. While English has emerged as the dominant language of international academic discourse, this linguistic hegemony raises concerns about cultural imperialism and the marginalization of non-English academic traditions. Progressive partnerships address these concerns by promoting multilingualism and ensuring that collaborative programs value and incorporate multiple linguistic and cultural perspectives. Some innovative programs require students to develop functional proficiency in at least two languages and to engage with academic materials in multiple languages, thereby resisting the trend toward linguistic homogenization.

The economic implications of education-driven cultural exchange are substantial. International students contribute significantly to the economies of their host countries through tuition fees, living expenses, and other spending. In countries like Australia, Canada, and the United Kingdom, international education has become a major export industry, generating billions in annual revenue. However, this commercialization of international education has sparked ethical debates. Critics argue that when universities prioritize revenue generation from international students, they may compromise educational quality or fail to provide adequate support services. Balancing the economic benefits of international education with the goal of fostering genuine cultural understanding remains an ongoing challenge for many institutions.

Digital technologies have dramatically expanded the possibilities for international educational collaboration while simultaneously raising new questions about the nature of cultural exchange. Virtual exchange programs, sometimes called Collaborative Online International Learning (COIL), allow students from different countries to collaborate on projects without physical travel. These programs can reach students who might be excluded from traditional exchange opportunities due to financial limitations, family obligations, or physical disabilities. Yet some educators question whether virtual interactions can provide the same depth of cultural immersion as physical presence in another country. Research suggests that while virtual exchanges offer genuine benefits, they work best when integrated into broader programs that also include some face-to-face interaction.

Looking forward, the role of educational partnerships in fostering cultural exchange faces both opportunities and challenges. Geopolitical tensions, nationalist movements, and economic pressures threaten to disrupt established collaborations and discourage new ones. At the same time, the urgent need for international cooperation on global challenges provides powerful impetus for continued and expanded educational collaboration. The institutions that successfully navigate these challenges will be those that view international partnerships not as peripheral activities but as central to their educational mission, integral to preparing students for life and work in an interconnected world.

Questions 14-17: 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

14. International educational partnerships serve only to facilitate student exchanges.

15. Students participating in international programs show improved intercultural competence compared to those studying only in their home countries.

16. All universities have equal access to forming international partnerships.

17. Virtual exchange programs cannot provide any genuine cultural learning experiences.

Questions 18-22: Matching Headings

The passage has nine paragraphs. Choose the correct heading for paragraphs B-F from the list of headings below.

List of Headings:
i. Economic benefits and ethical concerns
ii. Types and structures of institutional collaborations
iii. The challenge of language diversity
iv. Digital solutions for wider participation
v. Research collaboration for global challenges
vi. Student outcomes and cognitive development
vii. Pedagogical innovation through partnership
viii. Future prospects and obstacles
ix. Historical background of exchanges

18. Paragraph B
19. Paragraph C
20. Paragraph D
21. Paragraph E
22. Paragraph F

Questions 23-26: Summary Completion

Complete the summary below.

Choose NO MORE THAN TWO WORDS from the passage for each answer.

International educational partnerships create multiple benefits including improved 23. __ competence among students and enhanced 24. __ flexibility. These collaborations also encourage 25. __ innovation within institutions. In research, international partnerships bring together 26. __ perspectives that lead to more robust findings.

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PASSAGE 3 – Theoretical Frameworks and Critical Perspectives on Educational Internationalization

Độ khó: Hard (Band 7.0-9.0)

Thời gian đề xuất: 23-25 phút

The theoretical underpinnings of educational internationalization as a mechanism for fostering cultural exchange have become increasingly sophisticated, moving beyond simplistic notions of cross-border mobility to encompass complex frameworks that interrogate issues of power, identity, epistemology, and social justice. Contemporary scholarship in this domain draws upon diverse disciplinary perspectives—including postcolonial theory, critical pedagogy, cosmopolitanism, and intercultural communication studies—to examine both the transformative potential and inherent limitations of education-driven cultural exchange. This multidisciplinary approach recognizes that internationalization is not a politically neutral or culturally innocent endeavor but rather one imbued with historical legacies and contemporary power dynamics that must be critically examined and addressed.

Postcolonial critiques of educational internationalization have been particularly incisive in revealing how contemporary practices often perpetuate historical patterns of domination rather than challenging them. Scholars such as Vanessa Andreotti and Stein have argued that much of what passes for internationalization in higher education actually represents a form of “soft power projection” by Western institutions, which position themselves as sources of universal knowledge while marginalizing non-Western epistemologies and ways of knowing. This epistemological imperialism manifests in various ways: the privileging of English-language publications in academic assessment metrics, the adoption of Western-centric curricula in international programs, and the unidirectional flow of students from the Global South to elite institutions in the Global North, where they are expected to assimilate to dominant academic cultures rather than contribute to their transformation.

The concept of “decolonizing internationalization” has emerged as a corrective to these tendencies, advocating for approaches that center Indigenous knowledge systems, challenge Eurocentric assumptions, and create genuinely reciprocal partnerships between institutions in different regions. Decolonial perspectives emphasize the importance of epistemic diversity—recognizing that different cultures have developed distinct and valuable ways of understanding the world that should be treated as legitimate alternatives rather than inferior predecessors to Western science and philosophy. Implementing such approaches requires not merely adding diverse content to existing curricula but fundamentally reconceptualizing what counts as knowledge and who has the authority to produce it. Some institutions have begun experimenting with collaborative knowledge production, where students and faculty from different cultural backgrounds work together to develop new theoretical frameworks that integrate insights from multiple traditions rather than simply juxtaposing them.

Critical cosmopolitanism offers another valuable lens for examining education’s role in fostering cultural exchange. Unlike naive cosmopolitanism, which assumes that increased contact automatically leads to mutual understanding and respect, critical cosmopolitan approaches recognize that intercultural encounters are often fraught with misunderstanding, power imbalances, and the potential for cultural appropriation. These frameworks emphasize the development of what Kwame Appiah terms “rooted cosmopolitanism“—a stance that values both deep connection to particular cultural traditions and openness to learning from others. Educational programs informed by critical cosmopolitan perspectives explicitly address the tensions and challenges inherent in cultural exchange, teaching students to navigate ethical dilemmas, recognize their own positionality, and practice what Todd calls “difficult learning“—the willingness to have one’s fundamental assumptions challenged and potentially transformed.

The pedagogical implications of these theoretical perspectives are profound and far-reaching. Traditional study abroad programs, for instance, have been criticized for often functioning as “tourist experiences” that reinforce stereotypes rather than challenging them. Students may spend a semester in another country while primarily interacting with other international students, living in segregated accommodations, and taking classes taught in English by instructors trained in Western academic traditions. Such programs provide limited exposure to host cultures and little opportunity for the deep engagement necessary for genuine cultural learning. Transformative approaches to international education instead emphasize sustained community engagement, structured reflection, relationship-building with local communities, and explicit attention to power dynamics and historical contexts. Programs might include homestays with local families, community-based research projects addressing issues identified by host communities, and guided reflection on students’ own cultural assumptions and privileges.

The concept of “intercultural competence” itself has been subject to rigorous theoretical scrutiny. Earlier models tended to conceptualize this competence as a set of discrete skills that could be acquired through training and practice, measured through standardized assessments, and applied universally across cultural contexts. More nuanced contemporary frameworks recognize intercultural competence as a complex, context-dependent capability that involves not only cognitive knowledge and behavioral skills but also affective dimensions such as empathy, curiosity, and humility. Deardorff’s influential process model emphasizes that intercultural competence is an ongoing developmental process rather than a fixed endpoint, requiring continuous learning and adaptation as individuals encounter new cultural contexts and recognize the limitations of their existing understanding.

The structural barriers to equitable internationalization merit careful consideration. While rhetoric around global education often emphasizes inclusivity and mutual benefit, the reality is that participation in international educational exchanges remains heavily stratified by socioeconomic status, geography, and other forms of structural inequality. Students from low-income backgrounds or developing countries face numerous obstacles—including visa restrictions, inadequate financial aid, language requirements, and lack of information about opportunities—that limit their participation. Furthermore, the brain drain phenomenon, whereby talented individuals from developing countries study abroad and then remain in wealthier nations, raises questions about whether international education exacerbates global inequalities rather than ameliorating them. Addressing these challenges requires systemic changes including revised visa policies, increased funding for students from underrepresented backgrounds, and the development of South-South partnerships that facilitate exchange between institutions in developing countries rather than channeling all flows through Northern intermediaries.

The assessment of cultural learning outcomes presents both theoretical and practical challenges. Traditional academic assessment methods—examinations, essays, and quantitative metrics—may be ill-suited to capturing the complex, subjective dimensions of cultural understanding and personal transformation. Some programs have experimented with alternative assessment approaches including reflective portfolios, ethnographic projects, narrative accounts of cultural encounters, and collaborative assessments involving both sending and receiving institutions. However, these methods raise their own questions about validity, reliability, and comparability. The tension between the demand for measurable outcomes and the recognition that the most profound impacts of cultural exchange may be ineffable and long-term remains unresolved.

Recent disruptions—particularly the COVID-19 pandemic and rising geopolitical tensions—have prompted renewed scrutiny of internationalization models that depend heavily on physical mobility. While these events have accelerated the development of virtual exchange alternatives, they have also highlighted the irreplaceable value of in-person intercultural contact. The future of education-driven cultural exchange will likely involve hybrid models that strategically combine virtual and physical modalities, leveraging the accessibility and scalability of digital technologies while preserving opportunities for the embodied, place-based learning that remains central to deep cultural understanding. Theorizing these emergent forms of internationalization will require conceptual frameworks that can account for both the possibilities and limitations of technology-mediated cultural exchange.

In conclusion, the theoretical landscape surrounding education’s role in fostering global cultural exchange is characterized by productive tensions between idealistic aspirations and critical realities. While education undeniably possesses transformative potential to build bridges across cultures, realizing this potential requires ongoing critical reflection on the power dynamics, historical contexts, and structural inequalities that shape international educational exchanges. Only through such reflexivity can institutions develop approaches to internationalization that genuinely advance global understanding and justice rather than merely reproducing existing hierarchies in new forms.

Mô hình giáo dục quốc tế thúc đẩy trao đổi văn hóa và hợp tác toàn cầu

Questions 27-31: Multiple Choice

Choose the correct letter, A, B, C, or D.

27. According to the passage, postcolonial critiques of educational internationalization focus on
A. increasing student mobility worldwide
B. how Western institutions maintain dominance
C. improving language teaching methods
D. creating more exchange programs

28. The concept of “decolonizing internationalization” primarily emphasizes
A. teaching only Western knowledge systems
B. increasing tuition fees for international students
C. valuing Indigenous knowledge systems equally
D. reducing the number of international students

29. Critical cosmopolitanism differs from naive cosmopolitanism in that it
A. rejects all forms of cultural exchange
B. believes contact automatically creates understanding
C. recognizes power imbalances in intercultural encounters
D. focuses only on Western cultural traditions

30. Traditional study abroad programs are criticized for
A. being too expensive for most students
B. functioning as tourist experiences that reinforce stereotypes
C. lasting too long
D. requiring too much language proficiency

31. Contemporary frameworks view intercultural competence as
A. a fixed set of skills that can be quickly learned
B. unnecessary for international education
C. a complex, ongoing developmental process
D. only relevant for language teachers

Questions 32-36: Matching Features

Match each concept (Questions 32-36) with the correct description (A-H).

Concepts:
32. Epistemological imperialism
33. Rooted cosmopolitanism
34. Brain drain phenomenon
35. South-South partnerships
36. Hybrid models

Descriptions:
A. Exchange programs between developing countries
B. Combining virtual and physical learning modalities
C. Assessment methods for cultural learning
D. Privileging Western knowledge while marginalizing others
E. Teaching only in English
F. Talented individuals remaining in wealthier nations after study
G. Valuing both cultural roots and openness to others
H. Increasing tuition fees

Questions 37-40: Short-answer Questions

Answer the questions below.

Choose NO MORE THAN THREE WORDS from the passage for each answer.

37. What type of learning does Todd describe as requiring willingness to have fundamental assumptions challenged?

38. According to Deardorff, intercultural competence is an ongoing process rather than a fixed what?

39. What phenomenon involves talented individuals from developing countries remaining in wealthier nations?

40. What recent event has prompted renewed scrutiny of internationalization models dependent on physical mobility?

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3. Answer Keys – Đáp Án

PASSAGE 1: Questions 1-13

1. B
2. C
3. B
4. B
5. B
6. NOT GIVEN
7. FALSE
8. TRUE
9. NOT GIVEN
10. cultural perspectives
11. conservation strategies
12. comparative approaches
13. academic tourism

PASSAGE 2: Questions 14-26

14. NO
15. YES
16. NOT GIVEN
17. NO
18. ii
19. vi
20. vii
21. v
22. iii
23. intercultural
24. cognitive
25. institutional
26. diverse

PASSAGE 3: Questions 27-40

27. B
28. C
29. C
30. B
31. C
32. D
33. G
34. F
35. A
36. B
37. difficult learning
38. endpoint
39. brain drain (phenomenon)
40. COVID-19 pandemic

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4. Giải Thích Đáp Án Chi Tiết

Passage 1 – Giải Thích

Câu 1: B

• Dạng câu hỏi: Multiple Choice
• Từ khóa: educational institutions, have become
• Vị trí trong bài: Đoạn 1, dòng 1-3
• Giải thích: Câu mở đầu nói rằng “educational institutions worldwide have recognized their crucial role in promoting cross-cultural understanding” và “they have become vibrant hubs for international exchange and cultural dialogue”. Đây là paraphrase của đáp án B “centers for international cultural exchange”. Các đáp án khác mâu thuẫn với ý chính của đoạn văn.

Câu 2: C

• Dạng câu hỏi: Multiple Choice
• Từ khóa: internationally mobile students, 2022, approximately
• Vị trí trong bài: Đoạn 2, dòng 3-4
• Giải thích: Bài viết nêu rõ “the number of internationally mobile students has more than doubled over the past two decades, reaching approximately 6 million in 2022”. Con số 6 million được đề cập trực tiếp.

Câu 6: NOT GIVEN

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: Erasmus Program, exclusively, Europe
• Vị trí trong bài: Đoạn 2
• Giải thích: Bài viết chỉ đề cập “Exchange programs such as Erasmus in Europe” nhưng không nói rõ chương trình này có hoạt động ở nơi khác hay không. Thông tin không được cung cấp để xác định câu phát biểu đúng hay sai.

Câu 7: FALSE

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: Technology, cultural exchange, only wealthy students
• Vị trí trong bài: Đoạn 3, dòng cuối
• Giải thích: Bài viết khẳng định “These technological innovations have democratized access to international educational experiences, particularly benefiting students who face financial constraints”. Điều này mâu thuẫn với phát biểu rằng chỉ học sinh giàu có được hưởng lợi.

Câu 10: cultural perspectives

• Dạng câu hỏi: Sentence Completion
• Từ khóa: Students, bring, unique, host countries
• Vị trí trong bài: Đoạn 2, dòng 5-6
• Giải thích: Câu trong bài viết: “These students bring their unique cultural perspectives, traditions, and worldviews to their host countries”. Từ cần điền là “cultural perspectives” (không quá 2 từ).

Câu 13: academic tourism

• Dạng câu hỏi: Sentence Completion
• Từ khóa: Critics, current systems, form of, rather than genuine exchange
• Vị trí trong bài: Đoạn 7, dòng 4-5
• Giải thích: Đoạn văn nói “some critics argue that the current system disproportionately benefits students from wealthy nations, creating a form of ‘academic tourism’ rather than genuine exchange”. Cụm từ trong ngoặc kép là từ cần điền.

Passage 2 – Giải Thích

Câu 14: NO

• Dạng câu hỏi: Yes/No/Not Given
• Từ khóa: partnerships, only, facilitate student exchanges
• Vị trí trong bài: Đoạn 1, dòng 2-4
• Giải thích: Tác giả nêu rõ “These collaborative frameworks extend far beyond simple student exchange agreements, encompassing joint research initiatives, dual-degree programs, faculty exchanges, and collaborative curriculum development”. Từ “extend far beyond” cho thấy quan điểm của tác giả mâu thuẫn với phát biểu.

Câu 15: YES

• Dạng câu hỏi: Yes/No/Not Given
• Từ khóa: Students, international programs, improved intercultural competence, compared to
• Vị trí trong bài: Đoạn 3, dòng 4-7
• Giải thích: Bài viết trích dẫn nghiên cứu: “students who engaged in structured international experiences showed a 25% improvement in their ability to navigate cultural differences compared to their peers who studied exclusively in their home countries”. Đây rõ ràng là quan điểm của tác giả ủng hộ phát biểu này.

Câu 18: ii (Types and structures of institutional collaborations)

• Dạng câu hỏi: Matching Headings
• Vị trí: Đoạn B (đoạn 2)
• Giải thích: Đoạn này mô tả các loại hình hợp tác như “Bilateral agreements”, “consortium arrangements”, và đưa ra ví dụ về “Association of Pacific Rim Universities”. Tiêu đề phù hợp nhất là về các loại và cấu trúc hợp tác.

Câu 19: vi (Student outcomes and cognitive development)

• Dạng câu hỏi: Matching Headings
• Vị trí: Đoạn C (đoạn 3)
• Giải thích: Đoạn này tập trung vào lợi ích của sinh viên như “intercultural competence”, “cognitive flexibility”, và dẫn chứng từ nghiên cứu về kết quả học tập.

Câu 23: intercultural

• Dạng câu hỏi: Summary Completion
• Từ khóa: competence, students
• Vị trí trong bài: Đoạn 3, dòng 2-3
• Giải thích: Bài viết nói về “intercultural competence” là một trong những lợi ích chính. Từ cần điền là “intercultural” để tạo thành cụm “intercultural competence”.

Câu 24: cognitive

• Dạng câu hỏi: Summary Completion
• Từ khóa: flexibility, enhanced
• Vị trí trong bài: Đoạn 3, dòng 7-8
• Giải thích: Đoạn văn đề cập “these students exhibited enhanced cognitive flexibility”. Từ “cognitive” cần được điền vào trước “flexibility”.

Passage 3 – Giải Thích

Câu 27: B

• Dạng câu hỏi: Multiple Choice
• Từ khóa: postcolonial critiques, focus on
• Vị trí trong bài: Đoạn 2, dòng 1-5
• Giải thích: Đoạn văn nói “Postcolonial critiques… have argued that much of what passes for internationalization in higher education actually represents a form of ‘soft power projection’ by Western institutions, which position themselves as sources of universal knowledge while marginalizing non-Western epistemologies”. Đây là paraphrase của đáp án B về cách các tổ chức phương Tây duy trì sự thống trị.

Câu 28: C

• Dạng câu hỏi: Multiple Choice
• Từ khóa: decolonizing internationalization, primarily emphasizes
• Vị trí trong bài: Đoạn 3, dòng 1-4
• Giải thích: Khái niệm này được mô tả là “advocating for approaches that center Indigenous knowledge systems, challenge Eurocentric assumptions”. Đáp án C về việc coi trọng hệ thống tri thức bản địa ngang bằng là chính xác.

Câu 32: D (Epistemological imperialism – Privileging Western knowledge while marginalizing others)

• Dạng câu hỏi: Matching Features
• Vị trí trong bài: Đoạn 2, dòng 5-8
• Giải thích: Bài viết định nghĩa “epistemological imperialism” là việc “privileging of English-language publications”, “Western-centric curricula”, tức là ưu tiên tri thức phương Tây trong khi gạt bỏ tri thức của người khác.

Câu 37: difficult learning

• Dạng câu hỏi: Short-answer Questions
• Từ khóa: Todd, learning, willingness, fundamental assumptions challenged
• Vị trí trong bài: Đoạn 4, dòng cuối
• Giải thích: Câu trong bài: “practice what Todd calls ‘difficult learning’—the willingness to have one’s fundamental assumptions challenged and potentially transformed”. Đáp án chính xác là “difficult learning” (2 từ).

Câu 40: COVID-19 pandemic

• Dạng câu hỏi: Short-answer Questions
• Từ khóa: recent event, prompted renewed scrutiny, internationalization models, physical mobility
• Vị trí trong bài: Đoạn 9, dòng 1
• Giải thích: Đoạn mở đầu nói “Recent disruptions—particularly the COVID-19 pandemic and rising geopolitical tensions—have prompted renewed scrutiny of internationalization models”. Đáp án là “COVID-19 pandemic” (2 từ, có thể viết COVID-19 hoặc Covid-19).

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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
foster	v	/ˈfɒstə(r)/	thúc đẩy, khuyến khích	fostering mutual respect	foster understanding/cooperation
vibrant	adj	/ˈvaɪbrənt/	sôi động, sinh động	vibrant hubs	vibrant community/culture
transcend	v	/trænˈsend/	vượt qua, siêu việt	education transcends	transcend boundaries/limitations
instrumental	adj	/ˌɪnstrəˈmentl/	có vai trò quan trọng	been instrumental in	instrumental in/to something
biodiversity	n	/ˌbaɪəʊdaɪˈvɜːsəti/	đa dạng sinh học	study biodiversity	biodiversity conservation/loss
holistic	adj	/həʊˈlɪstɪk/	toàn diện	holistic approach	holistic view/perspective
empathy	n	/ˈempəθi/	sự đồng cảm	develop empathy	show/feel empathy
pedagogical	adj	/ˌpedəˈɡɒdʒɪkl/	thuộc về sư phạm	pedagogical shift	pedagogical approach/method
equitable	adj	/ˈekwɪtəbl/	công bằng	equitable and accessible	equitable distribution/access
interconnected	adj	/ˌɪntəkəˈnektɪd/	liên kết với nhau	interconnected world	interconnected systems/issues

Passage 2 – Essential Vocabulary

Từ vựng	Loại từ	Phiên âm	Nghĩa tiếng Việt	Ví dụ từ bài	Collocation
profound	adj	/prəˈfaʊnd/	sâu sắc	profound transformation	profound impact/effect
consortium	n	/kənˈsɔːtiəm/	hiệp hội, tập đoàn	consortium arrangements	form a consortium
multifaceted	adj	/ˌmʌltiˈfæsɪtɪd/	nhiều khía cạnh	multifaceted benefits	multifaceted problem/approach
catalyze	v	/ˈkætəlaɪz/	xúc tác, thúc đẩy	catalyze institutional innovation	catalyze change/growth
robust	adj	/rəʊˈbʌst/	vững chắc, mạnh mẽ	more robust findings	robust evidence/system
hegemony	n	/hɪˈɡeməni/	quyền bá chủ	linguistic hegemony	cultural/political hegemony
marginalization	n	/ˌmɑːdʒɪnəlaɪˈzeɪʃn/	sự gạt ra lề	marginalization of traditions	social marginalization
commercialization	n	/kəˌmɜːʃəlaɪˈzeɪʃn/	thương mại hóa	commercialization of education	commercialization process
integral	adj	/ˈɪntɪɡrəl/	không thể thiếu	integral to mission	integral part/component
impetus	n	/ˈɪmpɪtəs/	động lực	powerful impetus	provide/give impetus

Passage 3 – Essential Vocabulary

Từ vựng	Loại từ	Phiên âm	Nghĩa tiếng Việt	Ví dụ từ bài	Collocation
underpinning	n	/ˌʌndəˈpɪnɪŋ/	nền tảng lý thuyết	theoretical underpinnings	provide underpinning
epistemology	n	/ɪˌpɪstɪˈmɒlədʒi/	nhận thức luận	epistemology issues	social epistemology
incisive	adj	/ɪnˈsaɪsɪv/	sâu sắc, sắc bén	incisive critiques	incisive analysis/comment
perpetuate	v	/pəˈpetʃueɪt/	duy trì, kéo dài	perpetuate patterns	perpetuate stereotypes/myths
decolonizing	v	/diːˈkɒlənaɪzɪŋ/	phi thực dân hóa	decolonizing internationalization	decolonizing curriculum
epistemic	adj	/ˌepɪˈstiːmɪk/	thuộc nhận thức	epistemic diversity	epistemic injustice/violence
positionality	n	/pəˌzɪʃəˈnæləti/	vị trí xã hội	recognize positionality	social positionality
fraught with	adj phrase	/frɔːt wɪð/	đầy rẫy, chất chứa	fraught with misunderstanding	fraught with danger/difficulty
ameliorate	v	/əˈmiːliəreɪt/	cải thiện	ameliorating inequalities	ameliorate conditions/problems
ineffable	adj	/ɪnˈefəbl/	không thể diễn tả	impacts may be ineffable	ineffable beauty/joy
reflexivity	n	/ˌriːflekˈsɪvəti/	tính phản tư	ongoing critical reflexivity	theoretical reflexivity
stratified	adj	/ˈstrætɪfaɪd/	phân tầng	heavily stratified	stratified society/system
juxtapose	v	/ˌdʒʌkstəˈpəʊz/	đặt cạnh nhau	simply juxtaposing them	juxtapose ideas/images
embodied	adj	/ɪmˈbɒdid/	được thể hiện qua cơ thể	embodied learning	embodied knowledge/experience
hierarchy	n	/ˈhaɪərɑːki/	hệ thống phân cấp	reproducing hierarchies	social/power hierarchy

Từ vựng IELTS Reading chủ đề giáo dục quốc tế và giao lưu văn hóa toàn cầu

Kết Bài

Chủ đề vai trò của giáo dục trong việc thúc đẩy giao lưu văn hóa toàn cầu là một trong những chủ đề xuất hiện thường xuyên và ngày càng quan trọng trong IELTS Reading. Ba passages trong bài test này đã cung cấp góc nhìn toàn diện từ cơ bản đến nâng cao, giúp bạn làm quen với đầy đủ các độ khó từ band 5.0 đến 9.0.

Qua việc luyện tập với 40 câu hỏi đa dạng về chủ đề How collaborative projects promote cross-cultural understanding, bạn đã được tiếp cận với nhiều dạng bài phổ biến nhất trong kỳ thi thực tế. Đáp án chi tiết kèm giải thích cụ thể không chỉ giúp bạn tự đánh giá năng lực hiện tại mà còn hiểu rõ phương pháp tìm thông tin, kỹ thuật paraphrase và cách xác định đáp án chính xác.

Để đạt hiệu quả cao nhất, hãy ôn lại bảng từ vựng được tổng hợp theo từng passage, chú ý các collocations và cách sử dụng trong ngữ cảnh học thuật. Tương tự như The role of arts integration in teaching cultural diversity, việc nắm vững từ vựng chuyên ngành sẽ giúp bạn đọc hiểu nhanh hơn và tự tin hơn trong phòng thi. Những kỹ năng làm bài được chia sẻ trong phần giải thích đáp án có thể áp dụng cho mọi chủ đề khác, không chỉ riêng về giáo dục và văn hóa.

Đối với những ai quan tâm đến việc phát triển năng lực học thuật toàn diện, chủ đề này còn liên quan mật thiết đến How to reduce waste in education institutions và How to build a sustainable career, cho thấy tính liên kết của các vấn đề toàn cầu trong giáo dục hiện đại. Hãy tiếp tục luyện tập đều đặn với các đề thi mẫu khác nhau, phân tích kỹ cấu trúc câu hỏi và xây dựng chiến lược làm bài phù hợp với điểm mạnh của bản thân. Việc hiểu được Green spaces in urban planning roles cũng giúp mở rộng kiến thức nền tảng về các chủ đề xã hội thường gặp trong IELTS.

Chúc bạn đạt kết quả cao trong kỳ thi IELTS sắp tới và tự tin chinh phục mọi dạng bài Reading với sự chuẩn bị bài bản và phương pháp học tập khoa học!