Lucas Daniel Vogel

Lucas Daniel Vogel, a 44-year-old educator from Misiones, Argentina, has dedicated over 17 years to teaching in the communities of Oberá and Campo Grande. With a degree in Education and a specialization in Social Studies, Lucas also teaches vocational technical education. His commitment to providing inclusive, adaptive, and meaningful education in vulnerable contexts has distinguished him as a transformative force in his community. 

In Campo Grande, Lucas teaches Mathematics and Mathematical Analysis at secondary and higher education levels, using innovative methods to make maths relevant to students' daily lives. One of his standout initiatives is the podcast El Helado, which demystifies mathematical concepts in a creative and accessible way. He has also participated in interdisciplinary science fairs, connecting mathematics with neuroscience and fostering critical thinking among his students. 

In Oberá, Lucas leads the STEAM Space (Science, Technology, Engineering, Art, and Mathematics) at the Day Centre and Day Home. The Day Centre serves people with disabilities over the age of 14, while the Day Home focuses on children and adolescents in vulnerable situations. At the Day Centre, students face diverse challenges, including Down’s Syndrome, developmental delays, neurodivergences, and extreme poverty. Lucas’s adaptive approach incorporates practical projects such as water purification models and the "Elves of the El Anchico Reserve" project, which integrate literacy, biodiversity, and proportionality. His teaching methods emphasize accessibility, using easy-to-read texts, guided reflection, and project-based learning to foster engagement and self-esteem. 

A hallmark of Lucas's work is his commitment to interdisciplinary and community-driven projects. At the Day Centre, his students presented a project on the water cycle, showcasing their ability to communicate complex ideas despite cognitive challenges. Other projects, such as the creation of an orthopaedic leg from recycled materials and environmental initiatives like plogging days (picking up litter while jogging), emphasize sustainability and community impact. Additionally, Lucas promotes gender equality, encouraging the participation of women and girls in STEAM fields, aligned with the Sustainable Development Goals (SDGs) of the 2030 Agenda, including quality education, gender equality, and climate action. 

Lucas’s influence extends beyond the classroom. He collaborates with local organizations, such as a water purification cooperative, and works with public libraries to expand his students' access to educational resources. As a member of the neighbourhood committee, he actively contributes to improving the local environment and fostering social responsibility. His leadership has also inspired future educators, with students from Social Psychology programs using the STEAM Space as a reference for their projects. 

A lifelong learner, Lucas consistently updates his teaching practices with evidence-based methodologies, such as formative assessment and computational thinking. He shares his innovative approaches with colleagues and policymakers, advocating for the replicability and scalability of the STEAM Space model in other communities. He also emphasizes the need for greater public investment in education and science, particularly to ensure that vulnerable communities have access to inclusive and quality education. 

Lucas's work exemplifies how education can transcend barriers, empowering students to become global citizens equipped with critical thinking, creativity, and a commitment to sustainability. By fostering resilience and self-belief among his students, Lucas demonstrates the profound impact of education in transforming lives and communities.