89. What is the overall tone of the passage?
(A) Urgent and alarmist.
(B) Neutral and technical.
(C) Sarcastic and mocking.
(D) Encouraging and reflective.

90. How does the passage say modern individuals define success? (A) By accumulating material wealth and assets exclusively. (B) By avoiding comparisons and judgments on social media. (C) By valuing life experiences, relationships, and achievements. (D) By maintaining a clear separation between work and personal life. 

91. What is the main purpose of the passage? (A) To explore sustainability in Taiwanese education. (B) To describe the impact of the SDGs on social and economic development. (C) To explain how Taiwanese education integrates SDGs. (D) To critique the feasibility of integrating SDGs in post- secondary education.

92. Which of the following is the closest in meaning to “    advocates    ” in the final paragraph? (A) global citizens (B) promoters of sustainability (C) teachers or mentors (D) subject matter experts

93. Which of the following was     not     implied by the author? (A) There are few specific requirements regarding how to integrate the SDGs. (B) Sustainability can be integrated into almost any subject and at almost every level. (C) The benefits of integrating SDG-related issues are largely cognitive or academic in nature. (D) While Taiwan is not a member of the UN, the national curriculum is compatible with the SDGs.

94. Based on the passage, what is most likely the primary focus of university social responsibility (USR) projects? (A) Enhancing students’ employability. (B) Promoting international exchange. (C) Connecting academic studies to community needs. (D) Improving the financial viability of colleges.

95. Across contexts (from primary to post-secondary), what type of pedagogy is most commonly adopted in SDGrelated curricula? (A) Experiential learning. (B) Design thinking. (C) Didactic pedagogy. (D) Content-based instruction. 

96. What does this passage imply about the balance between teacher control and student autonomy? (A) Full teacher control leads to stronger academic results across different disciplines and learning levels. (B) Allowing controlled but meaningful student choice strengthens internal motivation and fosters competence. (C) Granting complete autonomy to students leads to consolidated and organized learning outcomes. (D) Student autonomy has little measurable effect on academic achievement or personal skill development.

97. If a teacher offers students random resource choices unrelated to the course topic, what would most likely happen according to the passage? (A) Students would show a dramatic increase in their creativity and develop unique new insights. (B) Students would become confused and increasingly dependent on teacher explanations for learning. (C) Students’ intrinsic motivation might weaken because the materials would lack thematic connection. (D) Learning efficiency would improve as students are exposed to a broader range of information types.

98. How do the views expressed in the passage relate to the development of perceived competence among students? (A) Students are perceived to demonstrate advanced competence after they select their own materials. (B) Perceived competence is less relevant to educational success when external motivation factors are strong. (C) Students generally develop competence after extensive implementation of student-centered activities. (D) Providing students with choices and positive feedback leads to stronger perceptions of competence.

99. Which of the following best characterizes the ideal type of learning resource recommended in the passage? (A) Resources should be carefully curated to be informative, relevant, and aligned with learning goals. (B) Resources should be highly entertaining and designed to maximize attention and quick engagement. (C) Resources should be standardized across courses in order to maintain academic fairness and efficiency. (D) Resources should be technologically advanced to ensure their connection to the lesson themes.

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