To identify a passage's objective, look at who or what it keeps returning to as its subject. Here, every sentence is anchored to academics: their pressure, their loss of a normal design process, their lack of team support, their isolation while working remotely. The passage never widens out to compare online and offline teaching as formats, nor does it survey COVID-19's effects beyond this one context, nor does it turn into a general lesson about crisis-readiness, it stays with the specific, lived experience of teachers forced into a sudden shift.
That consistent focus is what points to the objective being to examine the experiences faced by teachers because of the sudden transition from offline to online teaching during COVID-19, rather than any of the broader or more general readings the other options offer.
Therefore, the correct answer is To examine the experiences faced by the teachers because of the sudden transition from offline to online mode of teaching due to outbreak of COVID-19.
The passage's own wording gives this away directly: it says the transition was "particularly challenging" for academics "without sufficient knowledge or experience for effective online teaching," and that they had to manage it with "a limited level of support and guidance." Any recommendation drawn from this account, to be useful for a future crisis, would have to address exactly that gap, faculty training and experience in online teaching.
The other options bring in things the passage simply does not talk about: it never discusses infrastructure availability, never compares learning outcomes between online and offline modes, and does not frame its concern as a general "quality of education" question. It stays specifically on the preparedness of the teaching staff, which is what points to faculty training and experience as the necessary precondition.
Therefore, the correct answer is The faculty is given adequate training and experience in providing online education is taken into consideration.
The passage brings out three distinct ideas about the pandemic-driven move to online teaching: that teaching itself, whether in a classroom or online, depends on many connected factors such as course design, learner needs and institutional support; that this transition put real strain on both the teachers and the universities employing them, since planning and back-up were largely absent; and that the rushed, unsupported way online teaching was introduced sits in direct tension with how course design would normally have been carried out with proper planning and team support.
None of these three ideas is incidental, each is drawn from a specific line in the passage, so restricting the answer to just one of them would leave out material that the passage clearly supports.
Reading the passage as a whole, therefore, points to accepting all three observations together rather than isolating any single one.
The correct answer is All of the above.
The passage's core complaint is that academics were "given the challenge alone" to teach online, with a "limited level of support and guidance" and no systematic design process behind them. Any policy answer has to fix that exact gap.
Option (D) talks about infrastructure, which the passage never raises. Option (C) only calls for understanding the problem, not acting on it. Option (B) focuses narrowly on faculty identity, a side effect the passage mentions only in passing.
Option (A) is the only one that matches the passage's actual complaint: it calls for recognising how complex online teaching is, building teachers' capacity for it, and creating a collaborative teacher community, which is exactly the systematic, team-based support the passage says was missing.
The correct answer is the need for insight into the complexity of online teaching along with capacity building and collaborative teacher communities.
To find what best shows the education system's lack of structural readiness, check which options are actually mentioned in the passage at all.
Options (A), (B) and (D), inadequate platforms, resistance to the shift, and student preference for online exams, are never discussed in the passage, so they cannot be the basis for this inference.
Option (C) matches what the passage actually says: academics were pushed into a wholly new mode of working, alone and without the planning or support that would normally accompany such a change, which altered their established roles and identities. That kind of disruption to a system's basic working pattern is exactly what shows it was not structurally ready to sustain effective teaching through the crisis.
The correct answer is the academia's long-established roles and identities have been completely altered by the pandemic.