The YUTPA-analyses between the current and future sub-system for teachers at Texel shows a clear design space for ‘communion’, while almost all factors within ‘relation’ and ‘time’ decrease. It can be said that teachers will less adapt to the students’ needs, as their ‘role’ and ‘engagement’ decreases. The teachers can have a higher impact with less required time and relations. For students, ‘communion’ as design space is discovered as well, along with ‘quality of deeds’ and ‘situated agency’. Also, within ‘relation’ and ‘action’, many factors decrease, while ‘place’ seems to generally increase. It can then be said that while their overall relation and actions decrease, the impact of these actions will increase (due to the factor ‘quality of deeds’).
So in general, it is expected that ‘relation’ and ‘time’ will decrease in the future, while the quality of deeds increases. The decrease of relation and time can for this sub-system be problematic, as it may decrease the ‘Texel-identity’ even further. The fact that ‘quality of deeds’ and ‘situated agency’ increases, indicates that to reach to students in practice teachers will need to work on the time and relations dimensions and face the student’s challenges in these aspects, stimulating engagement and motivation. The fact that communion significantly decreases is a problem in itself, but is considered not necessarily a problem to be addressed for the educational sub-system. Engagement however, is a factor that needs to be addressed. Also, it can be concluded that motivating and improve the willingness of the people engagement to the island - and its sustainability issues - is of importance. Lastly, it is noteworthy to mention the fact that overall, the design space is more about the people than the environment.
The design question as stated in chapter one is ‘How can we establish a life-long learning system which is supported by new educational and technological trends (such as distance working and/or learning) in order to promote production and distribution of sustainability knowledge in the island of Texel while enhancing the identity of its population’. With the new insight of this chapter, this question can be adapted to ‘How can we establish a life-long learning system at the secondary school which is supported by new educational and technological trends (such as distance working and/or learning) in order to promote production and distribution of sustainability knowledge at higher educational levels in the island of Texel while enhancing the engagement of its population with the island'.