IELTS Reading: Digital Leadership Programs for Young Learners – Đề Thi Mẫu Có Đáp Án Chi Tiết

Trong bối cảnh công nghệ số phát triển như vũ bão, Digital Leadership Programs For Young Learners đang trở thành một chủ đề nóng hổi trong giáo dục hiện đại. Chủ đề này xuất hiện ngày càng thường xuyên trong các đề thi IELTS Reading gần đây, đặc biệt là những bài liên quan đến giáo dục, công nghệ, và phát triển kỹ năng thế kỷ 21.

Bài viết này cung cấp cho bạn một bộ đề thi IELTS Reading hoàn chỉnh với 3 passages (từ dễ đến khó), bao gồm 40 câu hỏi đa dạng giống như thi thật. Bạn sẽ được luyện tập với các dạng câu hỏi phổ biến như Multiple Choice, True/False/Not Given, Matching Headings, Summary Completion và nhiều dạng khác. Mỗi câu trả lời đều có giải thích chi tiết, giúp bạn hiểu rõ cách xác định đáp án đúng và phát triển kỹ thuật làm bài hiệu quả.

Đề thi này phù hợp với học viên từ band 5.0 trở lên, với độ khó tăng dần qua từng passage. Bạn sẽ không chỉ rèn luyện kỹ năng đọc hiểu mà còn học được từ vựng chuyên ngành quan trọng và các chiến lược làm bài thực chiến. Hãy dành 60 phút để hoàn thành bài test này trong điều kiện như thi thật để đánh giá chính xác trình độ của mình.

Hướng Dẫn Làm Bài IELTS Reading

Tổng Quan Về IELTS Reading Test

IELTS Reading Test kéo dài 60 phút và bao gồm 3 passages với tổng cộng 40 câu hỏi. Mỗi câu trả lời đúng được tính là 1 điểm, không bị trừ điểm với câu trả lời sai. Độ khó của các passages tăng dần từ Passage 1 đến Passage 3.

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 không có thời gian bổ sung để chép đáp án sang phiếu trả lời, vì vậy bạn cần quản lý thời gian cẩn thận và ghi đáp án ngay trong khi làm bài.

Các Dạng Câu Hỏi Trong Đề Này

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

1. Multiple Choice – Chọn đáp án đúng từ các phương án cho sẵn
2. True/False/Not Given – Xác định thông tin đúng, sai hoặc không được nhắc đến
3. Matching Headings – Ghép tiêu đề phù hợp với từng đoạn văn
4. Summary Completion – Hoàn thành đoạn tóm tắt bằng từ trong bài
5. Matching Features – Ghép thông tin với các đối tượng được đề cập
6. Sentence Endings – Hoàn thành câu bằng cách chọn phần kết phù hợp
7. Short-answer Questions – Trả lời câu hỏi bằng từ/cụm từ ngắn gọn

IELTS Reading Practice Test

PASSAGE 1 – Introducing Digital Leadership to Primary Schools

Độ khó: Easy (Band 5.0-6.5)

Thời gian đề xuất: 15-17 phút

The integration of digital leadership programs into primary education represents a significant shift in how we prepare young learners for the challenges of the 21st century. These programs, which have gained substantial momentum over the past decade, aim to equip children with the skills necessary to navigate an increasingly technology-driven world while developing their leadership capabilities from an early age.

Digital leadership can be defined as the ability to use technology responsibly and effectively to inspire, guide, and influence others. For young learners, this concept extends beyond simply knowing how to use computers or tablets. It encompasses critical thinking, ethical decision-making, and the capacity to collaborate with peers in digital environments. Schools implementing these programs recognize that today’s children are growing up as digital natives, surrounded by technology from birth, yet they still require guidance to become thoughtful and responsible digital citizens.

One pioneering school in Melbourne, Australia, launched its digital leadership initiative in 2015. The program began with a small group of ten students aged between 8 and 10 years old. These young digital leaders were trained to assist their classmates with basic technical issues, such as logging into educational platforms or troubleshooting simple software problems. However, the program quickly evolved into something much more comprehensive. The student leaders started creating instructional videos, organizing peer-learning sessions, and even advising teachers on the most engaging ways to incorporate technology into lessons.

The success of the Melbourne program has inspired similar initiatives across the globe. In Singapore, primary schools have introduced “Tech Ambassadors” – students who undergo specialized training in coding, digital safety, and communication skills. These ambassadors then share their knowledge through workshops and presentations to younger students. The program emphasizes not just technical proficiency but also empathy and patience, recognizing that effective leadership requires strong interpersonal skills alongside technical expertise.

Research conducted by the International Society for Technology in Education has shown promising results from these early digital leadership programs. A study involving 2,500 students across 15 countries found that participants demonstrated higher levels of confidence in using technology for learning purposes compared to their peers. More significantly, these students also showed improved problem-solving abilities and greater willingness to take on leadership roles in non-digital contexts as well.

Parents and educators have noted several unexpected benefits of digital leadership programs. Many children who were previously shy or reluctant to participate in traditional leadership activities have flourished in digital contexts. The programs provide these students with a comfortable entry point into leadership, allowing them to build confidence in areas where they already feel competent. This confidence often translates into increased participation in other school activities, from sports teams to student councils.

Nevertheless, implementing digital leadership programs in primary schools presents certain challenges. Schools must ensure adequate infrastructure and resources, including reliable internet connections, sufficient devices, and ongoing technical support. Teacher training is equally crucial; educators need professional development to understand how to facilitate and support young digital leaders effectively. There are also concerns about screen time and ensuring that digital leadership activities complement rather than replace physical and social interactions.

Financial considerations represent another significant hurdle. While some schools have secured funding through government grants or corporate partnerships, others struggle to allocate budget for the necessary equipment and training. This disparity can create an educational divide, where students in well-resourced schools gain valuable digital leadership experience while those in under-funded institutions miss out on these opportunities.

Despite these challenges, the trajectory of digital leadership programs for young learners appears overwhelmingly positive. As technology continues to permeate every aspect of modern life, the skills developed through these programs – adaptability, collaboration, digital literacy, and ethical technology use – will become increasingly valuable. The key lies in designing programs that balance technical skill development with character building, ensuring that young digital leaders are not just proficient with technology but also thoughtful about how they use it to benefit their communities.

Questions 1-5: Multiple Choice

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

1. According to the passage, digital leadership for young learners involves
   A. only technical skills with computers
   B. ethical thinking and collaborative abilities
   C. replacing traditional education methods
   D. advanced programming knowledge

2. The Melbourne school’s digital leadership program initially focused on
   A. creating educational videos
   B. training teachers
   C. helping students with basic technical problems
   D. developing new software

3. Singapore’s “Tech Ambassadors” program emphasizes
   A. technical skills exclusively
   B. competition among students
   C. both technical abilities and interpersonal qualities
   D. replacing teachers with student leaders

4. Research by the International Society for Technology in Education found that program participants showed
   A. lower confidence in traditional subjects
   B. improved problem-solving skills
   C. decreased interest in non-digital activities
   D. reluctance to help other students

5. One unexpected benefit of digital leadership programs mentioned is
   A. reduced need for teacher training
   B. lower equipment costs
   C. shy students becoming more confident
   D. elimination of screen time concerns

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. Digital natives automatically become responsible digital citizens without guidance.
7. The Melbourne program was established more than eight years ago.
8. All primary schools in Singapore have adopted the Tech Ambassadors program.
9. Some schools have received funding from private companies for digital leadership programs.

Questions 10-13: Sentence Completion

Complete the sentences below.

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

10. Digital leadership programs help develop students’ ability to make decisions based on __.
11. Young digital leaders in Melbourne created __ to help other students learn.
12. A major challenge for schools is ensuring they have adequate __ such as internet and devices.
13. The passage suggests that digital leadership skills should be balanced with __ development.

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PASSAGE 2 – Designing Effective Digital Leadership Curricula

Độ khó: Medium (Band 6.0-7.5)

Thời gian đề xuất: 18-20 phút

The pedagogical framework underpinning successful digital leadership programs for young learners requires careful consideration of developmental psychology, technological literacy, and leadership theory. Unlike traditional leadership training, which often focuses on hierarchical structures and authority, digital leadership for children must be adapted to recognize their unique cognitive developmental stages while leveraging their innate technological fluency. Educational institutions worldwide are grappling with how to structure these programs to maximize benefits while mitigating potential risks associated with premature exposure to complex digital responsibilities.

Dr. Sarah Mitchell, a prominent researcher in educational technology at Stanford University, argues that effective digital leadership curricula must be built upon three fundamental pillars: technical competence, ethical awareness, and collaborative capacity. Her longitudinal study, which tracked 800 students across five years, demonstrated that programs incorporating all three elements produced significantly better outcomes than those focusing solely on technical skills. Students in comprehensive programs showed not only superior digital proficiency but also enhanced emotional intelligence and conflict resolution abilities – skills that translated into success across various academic and social domains.

The technical competence component encompasses more than basic computer literacy. It involves computational thinking, the ability to debug problems systematically, and understanding how digital systems function at a conceptual level. Rather than teaching students to memorize specific software commands, effective programs cultivate a problem-solving mindset that enables learners to adapt to new technologies as they emerge. This approach recognizes the rapid obsolescence of specific technical skills and instead focuses on transferable cognitive frameworks.

Ethical awareness constitutes perhaps the most crucial yet challenging aspect of digital leadership education. Young learners must develop critical awareness of issues such as digital privacy, cyberbullying, misinformation, and the environmental impact of technology. Schools implementing advanced programs utilize case-based learning, where students analyze real-world scenarios and discuss appropriate responses. For instance, at the International School of Geneva, 9-year-old digital leaders participate in monthly ethics workshops where they examine situations involving data sharing, online reputation management, and digital accessibility for peers with disabilities.

Chương trình đào tạo kỹ năng lãnh đạo số cho học sinh tiểu học trong lớp học hiện đại

The collaborative capacity pillar emphasizes peer-to-peer learning and inclusive leadership practices. Traditional leadership models often position leaders as solitary decision-makers, but digital leadership for young learners promotes distributed leadership where multiple students contribute their unique strengths to collective goals. This approach aligns with contemporary organizational theory that recognizes the value of diverse perspectives and collaborative problem-solving. Programs implement this through structured activities such as cross-age mentoring, where older students guide younger ones, and collaborative digital projects that require students to coordinate roles and responsibilities.

Assessment methodologies for digital leadership programs present unique challenges. Standardized testing proves inadequate for measuring leadership qualities or ethical decision-making. Progressive schools have adopted portfolio-based assessment, where students document their leadership activities, reflect on challenges they’ve overcome, and demonstrate growth over time. The New York Digital Leadership Academy employs a comprehensive assessment framework that includes self-evaluation, peer feedback, teacher observation, and concrete evidence of digital projects completed. This multi-faceted approach provides a more nuanced understanding of each student’s development than traditional grades could offer.

Professional development for educators facilitating these programs cannot be overlooked. Many teachers, particularly those from older generations, feel inadequately prepared to guide young digital leaders. Effective teacher training programs must address not only technical skills but also pedagogical strategies specific to digital leadership education. This includes understanding how to facilitate rather than direct student learning, how to create psychologically safe environments for experimentation and failure, and how to recognize and nurture diverse forms of digital intelligence.

The temporal structure of digital leadership programs varies considerably across institutions. Some schools implement intensive short-term programs, such as week-long leadership camps, while others prefer sustained engagement throughout the academic year. Research suggests that consistent, long-term involvement produces more durable outcomes. A comparative study by the European Educational Research Association found that students participating in year-long programs retained skills and confidence significantly better than those in intensive short-term courses. The sustained approach allows for iterative learning, where students apply concepts, receive feedback, and refine their approaches over time.

Parental involvement emerges as a critical factor in program success. When families understand and support digital leadership development, students demonstrate greater initiative and persistence. However, this requires schools to educate parents about the nature and benefits of these programs, as some families harbor concerns about children’s technology use or misunderstand digital leadership as merely increasing screen time. Schools like Oakwood Academy in Toronto conduct regular parent workshops, providing demonstrations of student activities and discussing the pedagogical rationale behind digital leadership education.

Looking forward, the evolution of digital leadership programs must account for emerging technologies such as artificial intelligence, virtual reality, and blockchain. Rather than chasing every technological trend, thoughtful programs focus on developing adaptive capacity – the ability to learn and lead regardless of which specific technologies dominate future landscapes. This future-oriented approach ensures that young digital leaders are prepared not just for today’s technological environment but for the unpredictable innovations that will define their adult lives.

Questions 14-17: Matching Headings

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

List of Headings:
i. The importance of family support in digital programs
ii. Three essential elements of digital leadership training
iii. Evaluating student progress in non-traditional ways
iv. Technical skills beyond basic computer use
v. Comparing short-term and long-term program formats
vi. Teaching ethics in the digital age
vii. Preparing teachers for new educational roles
viii. Working together as the foundation of leadership

14. Paragraph B (begins with “Dr. Sarah Mitchell…”)
15. Paragraph C (begins with “The technical competence component…”)
16. Paragraph D (begins with “Ethical awareness constitutes…”)
17. Paragraph E (begins with “The collaborative capacity pillar…”)

Questions 18-22: Summary Completion

Complete the summary below.

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

Digital leadership education differs from traditional leadership training because it must consider children’s 18__ while taking advantage of their comfort with technology. According to Dr. Mitchell’s research, successful programs need three key components, and students who experienced all three showed better 19__ as well as improved technical abilities. The assessment of these programs cannot rely on 20__ because they don’t measure leadership qualities effectively. Instead, schools use alternative methods such as 21__, where students collect evidence of their work. Additionally, studies show that 22__ programs are more effective than short intensive courses.

Questions 23-26: Yes/No/Not Given

Do the following statements agree with the claims of the writer in the passage?

Write:

• YES if the statement agrees with the claims of the writer
• NO if the statement contradicts the claims of the writer
• NOT GIVEN if it is impossible to say what the writer thinks about this

23. Teaching students specific software commands is less valuable than developing their problem-solving abilities.
24. All schools have successfully integrated artificial intelligence into their digital leadership programs.
25. Parents initially understand the benefits of digital leadership programs without explanation.
26. Future digital leadership programs should focus on helping students adapt to changing technologies rather than learning specific tools.

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PASSAGE 3 – Sociocultural Implications and Future Trajectories of Youth Digital Leadership

Độ khó: Hard (Band 7.0-9.0)

Thời gian đề xuất: 23-25 phút

The proliferation of digital leadership programs for young learners represents far more than a mere pedagogical innovation; it signifies a fundamental reconceptualization of childhood agency and competence in the context of sociotechnical systems. This paradigm shift challenges longstanding assumptions about the appropriate boundaries of children’s responsibilities and capabilities within digital ecosystems, raising complex questions about power dynamics, cognitive development, and the social construction of childhood itself. As these programs expand globally, they intersect with diverse cultural contexts, economic disparities, and technological infrastructures, creating a multifaceted landscape that demands rigorous scholarly examination.

The theoretical underpinnings of youth digital leadership programs draw from multiple disciplinary traditions. Constructivist learning theory, particularly Seymour Papert’s concept of constructionism, posits that children learn most effectively when actively constructing knowledge through meaningful projects rather than passively receiving information. This framework aligns naturally with digital leadership activities, where students create content, solve authentic problems, and share their expertise with peers. Simultaneously, these programs reflect principles from distributed cognition theory, which conceptualizes intelligence as extending beyond individual minds to encompass tools, environments, and social networks. Young digital leaders function within complex sociotechnical assemblages, where their cognition is augmented by digital tools and mediated through collaborative networks.

However, critical theorists raise substantial concerns about the ideological implications of positioning children as digital leaders. Some scholars argue that these programs may inadvertently serve neoliberal agendas that prioritize entrepreneurial subjectivity and individual responsibility over collective welfare and structural change. By framing digital competence as a form of human capital that individual students must develop, these programs might obscure systemic inequalities in access to technology and quality education. Furthermore, the emphasis on leadership could reinforce meritocratic narratives that attribute success to individual effort while downplaying the role of socioeconomic privilege in enabling participation in such programs.

The geopolitical dimensions of youth digital leadership merit careful consideration. Countries with advanced digital infrastructures and substantial educational investments, such as Singapore, South Korea, and Estonia, have implemented comprehensive programs that integrate digital leadership into national curricula. These initiatives reflect broader national strategies to cultivate competitive advantages in the global knowledge economy. Conversely, nations with limited resources or authoritarian governance structures may view youth digital leadership with suspicion, concerned about children accessing information or organizing in ways that challenge state authority. This divergence creates a stratified global landscape where young people’s opportunities to develop digital agency vary dramatically based on their geographic and political circumstances.

Empirical research on the long-term outcomes of digital leadership programs remains relatively sparse, given the recent emergence of these initiatives. The few longitudinal studies conducted suggest promising but nuanced results. A comprehensive investigation by researchers at the University of Helsinki tracked 350 participants from childhood through adolescence, comparing those who engaged in digital leadership programs with matched control groups. Findings indicated that program participants demonstrated statistically significant advantages in self-efficacy, collaborative problem-solving, and ethical technology use during adolescence. However, these benefits were mediated by socioeconomic status, with students from privileged backgrounds showing more substantial gains, potentially because they had greater opportunities to apply and extend their skills beyond school contexts.

The gender dynamics within digital leadership programs present another crucial area of analysis. Despite efforts to promote inclusivity, many programs exhibit persistent gender imbalances, with male students disproportionately represented in technical leadership roles while female students gravitate toward communication and content creation positions. This gendered division of labor mirrors broader patterns in the technology sector and risks reproducing occupational segregation from an early age. Progressive programs actively counteract these tendencies through intentional design choices, such as highlighting female role models in technology, creating gender-balanced teams, and critically examining stereotypes about technological competence. Research from MIT’s Media Lab demonstrates that such interventions can significantly alter participation patterns, though sustained effort is required to overcome deeply ingrained cultural associations between gender and technology.

Học sinh nam và nữ cùng tham gia khóa học phát triển kỹ năng lãnh đạo kỹ thuật số

The phenomenological experience of young digital leaders themselves warrants deeper investigation. Qualitative studies employing in-depth interviews and ethnographic observation reveal that children conceptualize their leadership roles in diverse and sometimes unexpected ways. Many describe feelings of increased responsibility and heightened awareness of their influence on peers, which can be simultaneously empowering and anxiety-inducing. Some students report experiencing imposter syndrome, doubting their legitimacy as leaders despite evident competence. Others express concern about peer relationships, fearing that their leadership status might create social distance or resentment among classmates. These subjective experiences underscore the importance of providing adequate psychological support and creating normative frameworks that frame leadership as service rather than status.

Neurobiological research offers additional perspectives on digital leadership development in young learners. Studies utilizing functional magnetic resonance imaging (fMRI) suggest that engaging in leadership activities activates neural networks associated with executive function, social cognition, and reward processing. The prefrontal cortex, which governs planning, decision-making, and impulse control, shows enhanced activation and connectivity in youth regularly engaged in leadership roles. However, neuroscientists caution against deterministic interpretations, noting that brain plasticity means these neural patterns reflect bidirectional interactions between biological maturation and environmental experiences. The neurobiological data thus support the potential benefits of digital leadership programs while emphasizing the need for developmentally appropriate design that doesn’t overtax children’s still-maturing cognitive systems.

The ethical framework governing youth digital leadership programs requires ongoing refinement. Current practices vary widely, with some programs operating under comprehensive ethical guidelines while others lack formal protocols. Key ethical considerations include informed consent (ensuring both children and parents understand program expectations and potential risks), data privacy (protecting information generated through students’ digital activities), equitable selection processes (avoiding programs that privilege already-advantaged students), and appropriate boundaries for children’s responsibilities (ensuring leadership roles enhance rather than exploit young people). Organizations such as the International Consortium for Digital Ethics in Education have proposed standardized frameworks, though implementation remains inconsistent across jurisdictions.

Looking toward future developments, several trajectories appear probable. First, artificial intelligence will likely become increasingly integrated into digital leadership programs, both as a tool that young leaders use and as a subject they must understand critically. Programs will need to address algorithmic literacy – the ability to understand how AI systems make decisions and to recognize their limitations and biases. Second, the rise of immersive technologies such as virtual and augmented reality will create new contexts for digital leadership, potentially enabling more inclusive participation for students with physical disabilities or social anxieties that impede traditional leadership roles. Third, growing awareness of technology’s environmental impact will necessitate incorporating sustainability principles into digital leadership education, preparing young leaders to advocate for and implement ecologically responsible technology practices.

The ultimate success of digital leadership programs for young learners will depend not merely on their proliferation but on their thoughtful implementation in ways that genuinely empower children while acknowledging and addressing the structural inequalities that shape their opportunities. These programs hold considerable promise for cultivating digitally literate, ethically conscious, and collaborative future citizens. However, realizing this potential requires moving beyond technocentric enthusiasm to engage critically with the complex social, cultural, and political dimensions that mediate the relationship between youth, technology, and leadership. Only through such nuanced engagement can we ensure that digital leadership programs contribute to more equitable and humane futures rather than merely reproducing existing patterns of privilege and exclusion in digitally mediated forms.

Questions 27-31: Multiple Choice

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

27. According to the passage, constructionist learning theory suggests that children learn best when they
    A. receive direct instruction from teachers
    B. memorize important facts and concepts
    C. actively create projects with meaning
    D. compete with other students

28. Critical theorists are concerned that digital leadership programs might
    A. provide too much support to students
    B. hide inequalities in access to resources
    C. focus too heavily on collaboration
    D. reduce the use of technology in schools

29. The University of Helsinki study found that
    A. all students benefited equally from digital leadership programs
    B. socioeconomic background influenced program outcomes
    C. digital leadership had no measurable long-term effects
    D. control groups performed better than program participants

30. Research on gender dynamics in digital leadership programs shows that
    A. equal participation exists naturally without intervention
    B. male and female students always choose the same roles
    C. intentional design can improve gender balance
    D. gender differences have disappeared in recent programs

31. Neuroscientific research on youth digital leadership indicates that
    A. brain development is entirely determined by genetics
    B. leadership activities have no effect on the brain
    C. the prefrontal cortex shows changes in young leaders
    D. all brain changes are permanent and irreversible

Questions 32-36: Matching Features

Match each research finding or concern (Questions 32-36) with the correct source or perspective (A-H) from the box below.

A. Seymour Papert
B. Critical theorists
C. University of Helsinki researchers
D. MIT’s Media Lab
E. Neurobiological researchers
F. International Consortium for Digital Ethics in Education
G. Qualitative studies with students
H. Distributed cognition theory

32. Young leaders sometimes experience self-doubt about their abilities
33. Intelligence extends beyond individuals to include tools and social networks
34. Gender balance in programs can be improved through specific interventions
35. Benefits of digital leadership were influenced by family economic status
36. Standardized ethical guidelines have been proposed for programs

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 infrastructure gives some countries advantages in implementing digital leadership programs?
38. Which brain region is associated with planning and decision-making in young leaders?
39. What type of literacy will students need to understand how AI systems make decisions?
40. What principles should be incorporated into digital leadership education due to technology’s environmental effects?

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Answer Keys – Đáp Án

PASSAGE 1: Questions 1-13

1. B
2. C
3. C
4. B
5. C
6. FALSE
7. TRUE
8. NOT GIVEN
9. TRUE
10. ethical grounds / ethics
11. instructional videos
12. infrastructure and resources
13. character

PASSAGE 2: Questions 14-26

14. ii

15. iv

16. vi

17. viii

18. developmental psychology / cognitive developmental stages

19. emotional intelligence

20. standardized testing

21. portfolio-based assessment

22. year-long / long-term

23. YES

24. NOT GIVEN

25. NO

26. YES

PASSAGE 3: Questions 27-40

27. C
28. B
29. B
30. C
31. C
32. G
33. H
34. D
35. C
36. F
37. digital infrastructures
38. prefrontal cortex
39. algorithmic literacy
40. sustainability principles

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Giải Thích Đáp Án Chi Tiết

Passage 1 – Giải Thích

Câu 1: B

• Dạng câu hỏi: Multiple Choice
• Từ khóa: digital leadership, young learners, involves
• Vị trí trong bài: Đoạn B, dòng 1-3
• Giải thích: Bài văn nói rõ “Digital leadership can be defined as the ability to use technology responsibly and effectively to inspire, guide, and influence others. For young learners, this concept extends beyond simply knowing how to use computers or tablets. It encompasses critical thinking, ethical decision-making, and the capacity to collaborate with peers in digital environments.” Đáp án B paraphrase “ethical thinking” thành “ethical decision-making” và “collaborative abilities” thành “capacity to collaborate”.

Câu 2: C

• Dạng câu hỏi: Multiple Choice
• Từ khóa: Melbourne school, initially focused
• Vị trí trong bài: Đoạn C, dòng 3-5
• Giải thích: Đoạn văn chỉ rõ “These young digital leaders were trained to assist their classmates with basic technical issues, such as logging into educational platforms or troubleshooting simple software problems.” Đây chính là việc giúp học sinh với các vấn đề kỹ thuật cơ bản.

Câu 6: FALSE

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: digital natives, automatically, responsible digital citizens
• Vị trí trong bài: Đoạn B, dòng 6-8
• Giải thích: Bài văn nói “Schools implementing these programs recognize that today’s children are growing up as digital natives, surrounded by technology from birth, yet they still require guidance to become thoughtful and responsible digital citizens.” Từ “yet they still require guidance” mâu thuẫn trực tiếp với “automatically” trong câu hỏi.

Câu 7: TRUE

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: Melbourne program, established, eight years ago
• Vị trí trong bài: Đoạn C, dòng 1
• Giải thích: Bài văn nói “One pioneering school in Melbourne, Australia, launched its digital leadership initiative in 2015.” Nếu tính đến thời điểm hiện tại (sau 2015), chương trình đã được thành lập hơn tám năm, do đó câu này là TRUE.

Câu 10: ethical grounds / ethics

• Dạng câu hỏi: Sentence Completion
• Từ khóa: ability to make decisions
• Vị trí trong bài: Đoạn B, dòng 2-3
• Giải thích: “It encompasses critical thinking, ethical decision-making…” Đáp án là “ethical” hoặc có thể chấp nhận “ethics” vì câu hỏi hỏi về cơ sở đưa ra quyết định.

Câu 13: character

• Dạng câu hỏi: Sentence Completion
• Từ khóa: balanced with, development
• Vị trí trong bài: Đoạn I, dòng cuối
• Giải thích: “The key lies in designing programs that balance technical skill development with character building…” Đáp án là “character” được paraphrase thành “character development” trong câu hỏi.

Giáo viên hướng dẫn học sinh phát triển kỹ năng lãnh đạo số trong IELTS Reading

Passage 2 – Giải Thích

Câu 14: ii

• Dạng câu hỏi: Matching Headings
• Vị trí: Đoạn B (begins with “Dr. Sarah Mitchell…”)
• Giải thích: Đoạn này tập trung vào ba trụ cột cơ bản mà Dr. Mitchell đề xuất: “technical competence, ethical awareness, and collaborative capacity”. Heading ii “Three essential elements of digital leadership training” tóm tắt chính xác nội dung này.

Câu 15: iv

• Dạng câu hỏi: Matching Headings
• Vị trí: Đoạn C (begins with “The technical competence component…”)
• Giải thích: Đoạn này mô tả “technical competence” không chỉ là kỹ năng cơ bản mà còn bao gồm “computational thinking” và “problem-solving mindset”. Heading iv “Technical skills beyond basic computer use” phản ánh đúng ý này.

Câu 18: developmental psychology / cognitive developmental stages

• Dạng câu hỏi: Summary Completion
• Từ khóa: must consider children’s
• Vị trí trong bài: Đoạn A, dòng 1-3
• Giải thích: “Unlike traditional leadership training…digital leadership for children must be adapted to recognize their unique cognitive developmental stages…” Cả hai đáp án “developmental psychology” (xuất hiện đầu câu) hoặc “cognitive developmental stages” đều chính xác.

Câu 20: standardized testing

• Dạng câu hỏi: Summary Completion
• Từ khóa: assessment, cannot rely on
• Vị trí trong bài: Đoạn F, dòng 1-2
• Giải thích: “Standardized testing proves inadequate for measuring leadership qualities or ethical decision-making.” Đây chính xác là phương pháp mà các chương trình không thể dựa vào.

Câu 23: YES

• Dạng câu hỏi: Yes/No/Not Given
• Vị trí trong bài: Đoạn C
• Giải thích: “Rather than teaching students to memorize specific software commands, effective programs cultivate a problem-solving mindset…” Câu này thể hiện quan điểm của tác giả rằng phát triển tư duy giải quyết vấn đề quan trọng hơn việc dạy lệnh cụ thể.

Câu 25: NO

• Dạng câu hỏi: Yes/No/Not Given
• Vị trí trong bài: Đoạn I
• Giải thích: “However, this requires schools to educate parents about the nature and benefits of these programs, as some families harbor concerns…” Điều này mâu thuẫn với việc phụ huynh ban đầu hiểu được lợi ích mà không cần giải thích.

Passage 3 – Giải Thích

Câu 27: C

• Dạng câu hỏi: Multiple Choice
• Từ khóa: constructionist learning theory, children learn best
• Vị trí trong bài: Đoạn B, dòng 2-4
• Giải thích: “Constructivist learning theory, particularly Seymour Papert’s concept of constructionism, posits that children learn most effectively when actively constructing knowledge through meaningful projects…” Đáp án C paraphrase “actively constructing knowledge through meaningful projects” thành “actively create projects with meaning”.

Câu 28: B

• Dạng câu hỏi: Multiple Choice
• Từ khóa: critical theorists, concerned
• Vị trí trong bài: Đoạn C, dòng 3-6
• Giải thích: “By framing digital competence as a form of human capital that individual students must develop, these programs might obscure systemic inequalities in access to technology and quality education.” Đáp án B paraphrase “obscure systemic inequalities” thành “hide inequalities in access to resources”.

Câu 29: B

• Dạng câu hỏi: Multiple Choice
• Từ khóa: University of Helsinki study
• Vị trí trong bài: Đoạn E, dòng cuối
• Giải thích: “However, these benefits were mediated by socioeconomic status, with students from privileged backgrounds showing more substantial gains…” Đây chính xác là đáp án B về việc bối cảnh kinh tế xã hội ảnh hưởng đến kết quả chương trình.

Câu 32: G

• Dạng câu hỏi: Matching Features
• Từ khóa: self-doubt about their abilities
• Vị trí trong bài: Đoạn G
• Giải thích: “Qualitative studies employing in-depth interviews and ethnographic observation reveal that children conceptualize their leadership roles in diverse and sometimes unexpected ways…Some students report experiencing imposter syndrome, doubting their legitimacy as leaders despite evident competence.” Imposter syndrome chính là self-doubt.

Câu 35: C

• Dạng câu hỏi: Matching Features
• Từ khóa: benefits influenced by family economic status
• Vị trí trong bài: Đoạn E
• Giải thích: Như đã giải thích ở câu 29, University of Helsinki researchers phát hiện rằng lợi ích của chương trình bị ảnh hưởng bởi socioeconomic status (địa vị kinh tế xã hội).

Câu 37: digital infrastructures

• Dạng câu hỏi: Short-answer Questions
• Từ khóa: infrastructure, countries, advantages
• Vị trí trong bài: Đoạn D, dòng 1-2
• Giải thích: “Countries with advanced digital infrastructures and substantial educational investments…have implemented comprehensive programs…”

Câu 39: algorithmic literacy

• Dạng câu hỏi: Short-answer Questions
• Từ khóa: literacy, understand, AI systems make decisions
• Vị trí trong bài: Đoạn J, dòng 3-4
• Giải thích: “Programs will need to address algorithmic literacy – the ability to understand how AI systems make decisions…”

Câu 40: sustainability principles

• Dạng câu hỏi: Short-answer Questions
• Từ khóa: principles, incorporated, environmental effects
• Vị trí trong bài: Đoạn J, dòng 6-7
• Giải thích: “Third, growing awareness of technology’s environmental impact will necessitate incorporating sustainability principles into digital leadership education…”

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Từ Vựng Quan Trọng Theo Passage

Passage 1 – Essential Vocabulary

Từ vựng	Loại từ	Phiên âm	Nghĩa tiếng Việt	Ví dụ từ bài	Collocation
digital leadership	n	/ˈdɪdʒɪtl ˈliːdəʃɪp/	lãnh đạo số	These programs aim to equip children with digital leadership skills	digital leadership program, digital leadership initiative
substantial momentum	n phrase	/səbˈstænʃl məʊˈmentəm/	động lực/đà phát triển mạnh mẽ	These programs have gained substantial momentum	gain momentum, build momentum
technology-driven	adj	/tekˈnɒlədʒi ˈdrɪvn/	dựa trên công nghệ	navigate a technology-driven world	technology-driven economy, technology-driven change
critical thinking	n	/ˈkrɪtɪkl ˈθɪŋkɪŋ/	tư duy phản biện	It encompasses critical thinking	develop critical thinking, critical thinking skills
digital natives	n	/ˈdɪdʒɪtl ˈneɪtɪvz/	thế hệ bản địa số	today’s children are growing up as digital natives	digital natives vs digital immigrants
instructional videos	n	/ɪnˈstrʌkʃənl ˈvɪdiəʊz/	video hướng dẫn	student leaders started creating instructional videos	create instructional videos, instructional video content
engaging ways	n phrase	/ɪnˈgeɪdʒɪŋ weɪz/	cách thức hấp dẫn	advising teachers on engaging ways	find engaging ways, more engaging ways
problem-solving abilities	n	/ˈprɒbləm ˈsɒlvɪŋ əˈbɪlətiz/	khả năng giải quyết vấn đề	showed improved problem-solving abilities	develop problem-solving abilities, enhance problem-solving abilities
comfortable entry point	n phrase	/ˈkʌmftəbl ˈentri pɔɪnt/	điểm khởi đầu thoải mái	provide a comfortable entry point into leadership	comfortable entry point for beginners
infrastructure and resources	n phrase	/ˈɪnfrəstrʌktʃə ənd rɪˈsɔːsɪz/	cơ sở hạ tầng và nguồn lực	ensure adequate infrastructure and resources	adequate infrastructure and resources, digital infrastructure
educational divide	n	/ˌedjuˈkeɪʃənl dɪˈvaɪd/	khoảng cách giáo dục	create an educational divide	bridge the educational divide, digital divide
character building	n	/ˈkærəktə ˈbɪldɪŋ/	xây dựng nhân cách	balance technical skill development with character building	character building activities, character building program

Passage 2 – Essential Vocabulary

Từ vựng	Loại từ	Phiên âm	Nghĩa tiếng Việt	Ví dụ từ bài	Collocation
pedagogical framework	n phrase	/ˌpedəˈɡɒdʒɪkl ˈfreɪmwɜːk/	khung lý thuyết sư phạm	The pedagogical framework underpinning successful programs	establish a pedagogical framework, pedagogical framework for teaching
developmental psychology	n	/dɪˌveləpˈmentl saɪˈkɒlədʒi/	tâm lý học phát triển	requires consideration of developmental psychology	principles of developmental psychology, developmental psychology research
innate technological fluency	n phrase	/ɪˈneɪt ˌteknəˈlɒdʒɪkl ˈfluːənsi/	khả năng công nghệ bẩm sinh	leveraging their innate technological fluency	demonstrate technological fluency, technological fluency skills
technical competence	n	/ˈteknɪkl ˈkɒmpɪtəns/	năng lực kỹ thuật	built upon technical competence	demonstrate technical competence, develop technical competence
ethical awareness	n	/ˈeθɪkl əˈweənəs/	nhận thức đạo đức	ethical awareness constitutes the most crucial aspect	raise ethical awareness, ethical awareness training
collaborative capacity	n	/kəˈlæbərətɪv kəˈpæsəti/	khả năng hợp tác	collaborative capacity emphasizes peer learning	build collaborative capacity, enhance collaborative capacity
computational thinking	n	/ˌkɒmpjuˈteɪʃənl ˈθɪŋkɪŋ/	tư duy tính toán	It involves computational thinking	develop computational thinking, computational thinking skills
rapid obsolescence	n	/ˈræpɪd ˌɒbsəˈlesns/	sự lỗi thời nhanh chóng	recognizes the rapid obsolescence of technical skills	combat rapid obsolescence, technological obsolescence
case-based learning	n	/keɪs beɪst ˈlɜːnɪŋ/	học tập dựa trên tình huống	schools utilize case-based learning	implement case-based learning, case-based learning approach
distributed leadership	n	/dɪˈstrɪbjuːtɪd ˈliːdəʃɪp/	lãnh đạo phân tán	promotes distributed leadership	model of distributed leadership, distributed leadership practice
portfolio-based assessment	n	/pɔːtˈfəʊliəʊ beɪst əˈsesmənt/	đánh giá dựa trên hồ sơ	adopted portfolio-based assessment	portfolio-based assessment method, portfolio-based assessment system
multi-faceted approach	n phrase	/ˌmʌlti ˈfæsɪtɪd əˈprəʊtʃ/	cách tiếp cận đa chiều	This multi-faceted approach provides understanding	take a multi-faceted approach, multi-faceted approach to learning
pedagogical strategies	n	/ˌpedəˈɡɒdʒɪkl ˈstrætədʒiz/	chiến lược sư phạm	teacher training addresses pedagogical strategies	effective pedagogical strategies, innovative pedagogical strategies
iterative learning	n	/ˈɪtərətɪv ˈlɜːnɪŋ/	học tập lặp đi lặp lại	allows for iterative learning	iterative learning process, iterative learning cycle
adaptive capacity	n	/əˈdæptɪv kəˈpæsəti/	khả năng thích nghi	focus on developing adaptive capacity	build adaptive capacity, enhance adaptive capacity

Passage 3 – Essential Vocabulary

Từ vựng	Loại từ	Phiên âm	Nghĩa tiếng Việt	Ví dụ từ bài	Collocation
pedagogical innovation	n	/ˌpedəˈɡɒdʒɪkl ˌɪnəˈveɪʃn/	đổi mới sư phạm	represents more than a pedagogical innovation	drive pedagogical innovation, pedagogical innovation in education
fundamental reconceptualization	n	/ˌfʌndəˈmentl ˌriːkənˌseptʃuəlaɪˈzeɪʃn/	sự tái khái niệm hóa cơ bản	signifies a fundamental reconceptualization	fundamental reconceptualization of childhood
sociotechnical systems	n	/ˌsəʊsiəʊˈteknɪkl ˈsɪstəmz/	hệ thống xã hội-kỹ thuật	in the context of sociotechnical systems	complex sociotechnical systems, sociotechnical systems approach
longstanding assumptions	n phrase	/ˈlɒŋstændɪŋ əˈsʌmpʃnz/	giả định lâu đời	challenges longstanding assumptions	question longstanding assumptions, challenge longstanding assumptions
theoretical underpinnings	n	/ˌθɪəˈretɪkl ˈʌndəpɪnɪŋz/	nền tảng lý thuyết	The theoretical underpinnings draw from multiple traditions	theoretical underpinnings of the approach, examine theoretical underpinnings
constructionism	n	/kənˈstrʌkʃənɪzəm/	chủ nghĩa kiến tạo	Papert’s concept of constructionism	principles of constructionism, constructionism in education
distributed cognition theory	n phrase	/dɪˈstrɪbjuːtɪd kɒɡˈnɪʃn ˈθɪəri/	lý thuyết nhận thức phân tán	principles from distributed cognition theory	distributed cognition theory framework, apply distributed cognition theory
ideological implications	n	/ˌaɪdiəˈlɒdʒɪkl ˌɪmplɪˈkeɪʃnz/	hàm ý tư tưởng	ideological implications of positioning children	examine ideological implications, ideological implications of policy
neoliberal agendas	n	/ˌniːəʊˈlɪbərəl əˈdʒendəz/	chương trình nghị sự tân tự do	may serve neoliberal agendas	advance neoliberal agendas, neoliberal agendas in education
entrepreneurial subjectivity	n	/ˌɒntrəprəˈnɜːriəl ˌsʌbdʒekˈtɪvəti/	chủ thể tinh thần doanh nhân	prioritize entrepreneurial subjectivity	foster entrepreneurial subjectivity, entrepreneurial subjectivity development
meritocratic narratives	n	/ˌmerɪtəˈkrætɪk ˈnærətɪvz/	tường thuật tinh anh trị	reinforce meritocratic narratives	challenge meritocratic narratives, meritocratic narratives in society
socioeconomic privilege	n	/ˌsəʊsiəʊˌiːkəˈnɒmɪk ˈprɪvəlɪdʒ/	đặc quyền kinh tế xã hội	the role of socioeconomic privilege	socioeconomic privilege advantages, impact of socioeconomic privilege
geopolitical dimensions	n	/ˌdʒiːəʊpəˈlɪtɪkl daɪˈmenʃnz/	chiều kích địa chính trị	The geopolitical dimensions merit consideration	geopolitical dimensions of education, analyze geopolitical dimensions
empirical research	n	/ɪmˈpɪrɪkl rɪˈsɜːtʃ/	nghiên cứu thực nghiệm	Empirical research on long-term outcomes	conduct empirical research, empirical research findings
self-efficacy	n	/ˌself ˈefɪkəsi/	hiệu năng bản thân	demonstrated advantages in self-efficacy	develop self-efficacy, improve self-efficacy
phenomenological experience	n	/fɪˌnɒmɪnəˈlɒdʒɪkl ɪkˈspɪəriəns/	trải nghiệm hiện tượng học	The phenomenological experience warrants investigation	study phenomenological experience, phenomenological experience of students
imposter syndrome	n	/ˈɪmpɒstə ˈsɪndrəʊm/	hội chứng kẻ mạo danh	experiencing imposter syndrome	overcome imposter syndrome, suffer from imposter syndrome
neurobiological research	n	/ˌnjʊərəʊbaɪəˈlɒdʒɪkl rɪˈsɜːtʃ/	nghiên cứu thần kinh sinh học	Neurobiological research offers perspectives	neurobiological research findings, conduct neurobiological research
executive function	n	/ɪɡˈzekjʊtɪv ˈfʌŋkʃn/	chức năng điều hành	neural networks associated with executive function	develop executive function, executive function skills
brain plasticity	n	/breɪn plæˈstɪsəti/	tính dẻo của não bộ	brain plasticity means neural patterns reflect interactions	brain plasticity allows adaptation, neuroplasticity and learning
algorithmic literacy	n	/ˌælɡəˈrɪðmɪk ˈlɪtərəsi/	hiểu biết về thuật toán	address algorithmic literacy	develop algorithmic literacy, algorithmic literacy education
structural inequalities	n	/ˈstrʌktʃərəl ˌɪnɪˈkwɒlətiz/	bất bình đẳng cấu trúc	addressing the structural inequalities	perpetuate structural inequalities, combat structural inequalities

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Kết Luận

Chủ đề digital leadership programs for young learners đại diện cho một xu hướng quan trọng trong giáo dục hiện đại và là một trong những chủ đề thường xuyên xuất hiện trong các đề thi IELTS Reading gần đây. Qua bộ đề thi mẫu này, bạn đã được luyện tập với ba passages có độ khó tăng dần, từ Easy đến Medium và Hard, phản ánh đúng cấu trúc của bài thi IELTS thực tế.

Ba passages đã cung cấp góc nhìn toàn diện về chương trình lãnh đạo số: từ giới thiệu cơ bản và các chương trình tiên phong (Passage 1), đến thiết kế chương trình giảng dạy và phương pháp đánh giá (Passage 2), và cuối cùng là những hàm ý xã hội văn hóa cùng định hướng tương lai (Passage 3). Mỗi passage không chỉ kiểm tra kỹ năng đọc hiểu của bạn mà còn cung cấp kiến thức thực tế về một chủ đề giáo dục quan trọng.

Đáp án chi tiết kèm theo giải thích đã giúp bạn hiểu rõ cách xác định thông tin chính xác trong bài, nhận biết paraphrase, và áp dụng các kỹ thuật làm bài cho từng dạng câu hỏi. Phần từ vựng quan trọng với hơn 50 từ và cụm từ học thuật sẽ là tài liệu hữu ích cho việc mở rộng vốn từ vựng của bạn, đặc biệt trong lĩnh vực giáo dục và công nghệ.

Để đạt kết quả tốt nhất trong IELTS Reading, hãy thường xuyên luyện tập với các đề thi đầy đủ như thế này, phân tích kỹ đáp án để hiểu logic của người ra đề, và xây dựng vốn từ vựng học thuật đa dạng. Hãy nhớ rằng IELTS Reading không chỉ đánh giá khả năng hiểu tiếng Anh mà còn kiểm tra kỹ năng quản lý thời gian, xác định thông tin quan trọng, và suy luận logic. Chúc bạn học tập hiệu quả và đạt band điểm cao trong kỳ thi IELTS sắp tới!