Seven meta-inferences resulted from the iterative joint display analysis process: ‘Students’ vulnerability in periods of transition’, ‘Students’ adaption to change’, ‘Course effect on students’ resilience’, ‘Students’ engagement with the course content’, ‘Effects of COVID-19 on students’, ‘Students’ adaptation to effects of COVID-19’, and ‘Course effect on students’ resilience during COVID-19’. The secondary colour Green emerged by mixing the primary colour Blue with the primary colour Yellow (which constitutes an analogy of the critical thinking that took place to generate the meta-inferences from the integration of two sets of primary inferences). The integration led to confirming, expanding, and/ or refining of the researchers’ overall understanding of the subject matter. It also led to the introduction of new insights.

Seven meta-inferences resulted from the iterative joint display analysis process: ‘Students’ vulnerability in periods of transition’, ‘Students’ adaption to change’, ‘Course effect on students’ resilience’, ‘Students’ engagement with the course content’, ‘Effects of COVID-19 on students’, ‘Students’ adaptation to effects of COVID-19’, and ‘Course effect on students’ resilience during COVID-19’. The secondary colour Green emerged by mixing the primary colour Blue with the primary colour Yellow (which constitutes an analogy of the critical thinking that took place to generate the meta-inferences from the integration of two sets of primary inferences). The integration led to confirming, expanding, and/ or refining of the researchers’ overall understanding of the subject matter. It also led to the introduction of new insights.