PASSAGE 1: Artificial Intelligence and Employment

As artificial intelligence continues to evolve, debates around its impact on employment

intensify. While some experts assert that AI will eliminate routine jobs and lead to

widespread unemployment, others argue that it will create new roles requiring advanced

cognitive and technical skills. Historically, technological revolutions such as the Industrial

Revolution have displaced certain jobs but simultaneously created others. The key difference

now is the speed of transformation and the scale at which AI can automate tasks once thought

to require human judgment. This shift demands urgent re-skilling of the workforce, especially

in sectors vulnerable to automation. However, the challenge lies not only in training

individuals but also in adapting educational and corporate systems fast enough to keep pace

with these changes.

2. What can be inferred about the role of education in dealing with AI-driven changes?

PASSAGE 1: Artificial Intelligence and Employment

As artificial intelligence continues to evolve, debates around its impact on employment

intensify. While some experts assert that AI will eliminate routine jobs and lead to

widespread unemployment, others argue that it will create new roles requiring advanced

cognitive and technical skills. Historically, technological revolutions such as the Industrial

Revolution have displaced certain jobs but simultaneously created others. The key difference

now is the speed of transformation and the scale at which AI can automate tasks once thought

to require human judgment. This shift demands urgent re-skilling of the workforce, especially

in sectors vulnerable to automation. However, the challenge lies not only in training

individuals but also in adapting educational and corporate systems fast enough to keep pace

with these changes.

4. 3. What does the phrase “displaced certain jobs” most likely mean?

PASSAGE 2: Social Media and Mental Health

Recent studies suggest a strong correlation between excessive use of social media platforms

and increased levels of anxiety, depression, and loneliness among young adults. While social

media offers connectivity and entertainment, its curated portrayal of idealized lifestyles often

leads to unhealthy comparisons and feelings of inadequacy. Moreover, the constant stream of

notifications and the need for validation through likes and comments can create a cycle of

dependency and low self-worth. Experts warn that while it is unrealistic to expect a complete

disengagement from digital platforms, there is a pressing need for digital literacy and

balanced usage to preserve mental well-being.

1. What is the central idea of this passage?

PASSAGE 2: Social Media and Mental Health

Recent studies suggest a strong correlation between excessive use of social media platforms

and increased levels of anxiety, depression, and loneliness among young adults. While social

media offers connectivity and entertainment, its curated portrayal of idealized lifestyles often

leads to unhealthy comparisons and feelings of inadequacy. Moreover, the constant stream of

notifications and the need for validation through likes and comments can create a cycle of

dependency and low self-worth. Experts warn that while it is unrealistic to expect a complete

disengagement from digital platforms, there is a pressing need for digital literacy and

balanced usage to preserve mental well-being.

2. 2. Why does the author argue for "digital literacy"?

PASSAGE 3: The Digital Divide and Education Equity

The COVID-19 pandemic exposed and, in many cases, exacerbated the digital divide—

particularly in the field of education. As schools across the globe shifted to online platforms,

students from lower-income households faced significant challenges in accessing reliable

internet, functioning devices, and conducive learning environments. While some students

transitioned smoothly to virtual classrooms, many others were left behind, unable to

participate effectively due to technological or infrastructural barriers.

Governments and institutions responded with emergency interventions such as distributing

laptops, offering subsidized internet, or broadcasting lessons through television and radio.

While these measures provided temporary relief, they did little to address the deeper,

systemic inequalities that underlie the digital divide. Access alone does not guarantee

meaningful engagement; factors such as digital literacy, parental support, and the ability to

self-regulate learning also play pivotal roles in student success.

Furthermore, the digital divide is not solely a matter of urban versus rural location or rich

versus poor. It intersects with issues of gender, disability, and language, making it a

multidimensional challenge. For instance, in many communities, girls may be less likely to

have uninterrupted access to digital devices due to household responsibilities or cultural

norms. Similarly, students with disabilities may struggle with platforms that lack accessible

design.

As education increasingly incorporates digital tools even post-pandemic, the imperative now

is to reframe the conversation—from merely closing the access gap to ensuring digital equity.

This means designing inclusive, sustainable educational ecosystems that recognize the

diversity of learners and the multiple dimensions of digital exclusion.

1. What is the central idea of the passage?

PASSAGE 3: The Digital Divide and Education Equity

The COVID-19 pandemic exposed and, in many cases, exacerbated the digital divide—

particularly in the field of education. As schools across the globe shifted to online platforms,

students from lower-income households faced significant challenges in accessing reliable

internet, functioning devices, and conducive learning environments. While some students

transitioned smoothly to virtual classrooms, many others were left behind, unable to

participate effectively due to technological or infrastructural barriers.

Governments and institutions responded with emergency interventions such as distributing

laptops, offering subsidized internet, or broadcasting lessons through television and radio.

While these measures provided temporary relief, they did little to address the deeper,

systemic inequalities that underlie the digital divide. Access alone does not guarantee

meaningful engagement; factors such as digital literacy, parental support, and the ability to

self-regulate learning also play pivotal roles in student success.

Furthermore, the digital divide is not solely a matter of urban versus rural location or rich

versus poor. It intersects with issues of gender, disability, and language, making it a

multidimensional challenge. For instance, in many communities, girls may be less likely to

have uninterrupted access to digital devices due to household responsibilities or cultural

norms. Similarly, students with disabilities may struggle with platforms that lack accessible

design.

As education increasingly incorporates digital tools even post-pandemic, the imperative now

is to reframe the conversation—from merely closing the access gap to ensuring digital equity.

This means designing inclusive, sustainable educational ecosystems that recognize the

diversity of learners and the multiple dimensions of digital exclusion.

2. Which of the following best summarizes the author’s main argument?

PASSAGE 3: The Digital Divide and Education Equity

The COVID-19 pandemic exposed and, in many cases, exacerbated the digital divide—

particularly in the field of education. As schools across the globe shifted to online platforms,

students from lower-income households faced significant challenges in accessing reliable

internet, functioning devices, and conducive learning environments. While some students

transitioned smoothly to virtual classrooms, many others were left behind, unable to

participate effectively due to technological or infrastructural barriers.

Governments and institutions responded with emergency interventions such as distributing

laptops, offering subsidized internet, or broadcasting lessons through television and radio.

While these measures provided temporary relief, they did little to address the deeper,

systemic inequalities that underlie the digital divide. Access alone does not guarantee

meaningful engagement; factors such as digital literacy, parental support, and the ability to

self-regulate learning also play pivotal roles in student success.

Furthermore, the digital divide is not solely a matter of urban versus rural location or rich

versus poor. It intersects with issues of gender, disability, and language, making it a

multidimensional challenge. For instance, in many communities, girls may be less likely to

have uninterrupted access to digital devices due to household responsibilities or cultural

norms. Similarly, students with disabilities may struggle with platforms that lack accessible

design.

As education increasingly incorporates digital tools even post-pandemic, the imperative now

is to reframe the conversation—from merely closing the access gap to ensuring digital equity.

This means designing inclusive, sustainable educational ecosystems that recognize the

diversity of learners and the multiple dimensions of digital exclusion.

3. What is the meaning of “conducive” as used in the sentence: “...functioning devices,

and conducive learning environments”?

PASSAGE 3: The Digital Divide and Education Equity

The COVID-19 pandemic exposed and, in many cases, exacerbated the digital divide—

particularly in the field of education. As schools across the globe shifted to online platforms,

students from lower-income households faced significant challenges in accessing reliable

internet, functioning devices, and conducive learning environments. While some students

transitioned smoothly to virtual classrooms, many others were left behind, unable to

participate effectively due to technological or infrastructural barriers.

Governments and institutions responded with emergency interventions such as distributing

laptops, offering subsidized internet, or broadcasting lessons through television and radio.

While these measures provided temporary relief, they did little to address the deeper,

systemic inequalities that underlie the digital divide. Access alone does not guarantee

meaningful engagement; factors such as digital literacy, parental support, and the ability to

self-regulate learning also play pivotal roles in student success.

Furthermore, the digital divide is not solely a matter of urban versus rural location or rich

versus poor. It intersects with issues of gender, disability, and language, making it a

multidimensional challenge. For instance, in many communities, girls may be less likely to

have uninterrupted access to digital devices due to household responsibilities or cultural

norms. Similarly, students with disabilities may struggle with platforms that lack accessible

design.

As education increasingly incorporates digital tools even post-pandemic, the imperative now

is to reframe the conversation—from merely closing the access gap to ensuring digital equity.

This means designing inclusive, sustainable educational ecosystems that recognize the

diversity of learners and the multiple dimensions of digital exclusion.

4. What does “digital equity” most likely refer to in this context?

PASSAGE 3: The Digital Divide and Education Equity

The COVID-19 pandemic exposed and, in many cases, exacerbated the digital divide—

particularly in the field of education. As schools across the globe shifted to online platforms,

students from lower-income households faced significant challenges in accessing reliable

internet, functioning devices, and conducive learning environments. While some students

transitioned smoothly to virtual classrooms, many others were left behind, unable to

participate effectively due to technological or infrastructural barriers.

Governments and institutions responded with emergency interventions such as distributing

laptops, offering subsidized internet, or broadcasting lessons through television and radio.

While these measures provided temporary relief, they did little to address the deeper,

systemic inequalities that underlie the digital divide. Access alone does not guarantee

meaningful engagement; factors such as digital literacy, parental support, and the ability to

self-regulate learning also play pivotal roles in student success.

Furthermore, the digital divide is not solely a matter of urban versus rural location or rich

versus poor. It intersects with issues of gender, disability, and language, making it a

multidimensional challenge. For instance, in many communities, girls may be less likely to

have uninterrupted access to digital devices due to household responsibilities or cultural

norms. Similarly, students with disabilities may struggle with platforms that lack accessible

design.

As education increasingly incorporates digital tools even post-pandemic, the imperative now

is to reframe the conversation—from merely closing the access gap to ensuring digital equity.

This means designing inclusive, sustainable educational ecosystems that recognize the

diversity of learners and the multiple dimensions of digital exclusion.

5. "While these measures provided temporary relief, they did little to address the

deeper, systemic inequalities that underlie the digital divide."

What is the most appropriate synonym for the word "underlie" as used in the sentence?