Marginal adaptation of ceramic inlays—an in vitro study

Introduction: Class II approximal defects are very common in the clinical practice, in many cases extending subgingivally and beyond the cementoenamel junction (CEJ). For large defects in the posterior region, indirect ceramic restorations provide a better solution than direct composite restorations.Aim: The aim of this experimental in vitro study is to compare the marginal adaptation of hybrid ceramic and lithium disilicate inlays, fabricated using classic and hybrid technique and cemented with two different types of dental cements.Materials and Methods: Forty extracted human molars and premolars were randomly divided into 8 groups and class II cavities (medio-oclusal or disto-oclusal) with the same dimensions were prepared. Hybrid ceramic and lithium disilicate inlays were fabricated according to the manufacturer’s instructions. The marginal gap after cementation was measured using a microscope at 40x magnification.  Results: The lowest cement thickness was registered for Group 4—lithium disilicate inlays, classic technique, cemented with composite cement, closely followed by Group 3—hybrid ceramic inlays, classic technique, cemented with composite cement. The highest mean cement thickness values were registered for Group 1—hybrid ceramic inlays, classic technique, cemented with glass ionomer cement, followed by Group 5—hybrid ceramic inlays, hybrid technique, cemented with glass ionomer cement.Conclusion: Under the limitations of this experimental in vitro study, we can conclude the following: lithium disilicate and hybrid ceramic inlays cemented with composite cement have better marginal adaptation than the ones cemented with glass ionomer cement. Lithium disilicate restorations and inlays without cervical margin relocation (classic technique) have a slightly better marginal fit than hybrid ceramic inlays and restorations with hybrid technique. For a more detailed insight, microleakage evaluation should also be carried out

Circular Pedagogy and Digitisation A New Educational Paradigm

Existing educational systems and models are insufficient to address the challenges associated with our evolving socio-economic and environmental systems. In this paper, we offer critical insights on the core elements defining Higher Education Institutions, the digitisation of teaching and learning practices with a dominant trend favouring STEM education that overlooks the value of social sciences. The neglection of social sciences and the criticism and negative connotations that affect research in the field of pedagogy are also considered as they are essential in articulating our vision of the need for pedagogical innovations that acknowledge our new learning and teaching realities and the importance of introducing new practices that help on the transition towards a new educational paradigm. We propose a new pedagogy called Circular Pedagogy, where the role of the teacher, the learner and the researcher are identified as interchangeable over the lifelong learning process. Our research offers some initial insights into how Circular Pedagogy can be connected to Bloom\u27s Taxonomy as we are at the early stages of developing the theoretical foundations of this new pedagogy

Circular Pedagogy to Advance the Integration of Learning Technologies: Supporting Technological Universities Cultural Transformation

European countries need active and proactive educational systems assisted by models that can drive a cultural transformation that supports sustainable socio-economic and environmental development. In this paper, we reflect on the future of European education. We offer some insights on how the foundations of a new educational model (ANEM) could be cemented and solidly supported by pillars that acknowledge our societies\u27 rich and diverse cultures. Furthermore, the European University of Technology\u27s (EUt+) future educational model is taken as a case study to enable us to reflect and analyse the need for novel pedagogies that drive change for a more sustainable socio-economic and environmentally friendly European society. European education faces significant challenges from the need to enable learning environments guided by equity, diversity, and inclusive frameworks for all categories. To make progress, it is essential that we first learn how new inclusive learning environments can be articulated to help us address our contemporary society\u27s learning needs and demands. We are conscious that education worldwide faces a stark and unpleasant reality as the students/learners\u27 learning experience is significantly impacted by social status and economic disparities. Students are often confronted with difficult situations involving racism, discrimination and exclusion that materialise in students suffering mistreatment and microaggressions in learning environments still blind to the biases forwarded through teaching practices. The richness of our European cultures and languages and their significance in helping us to work together are paramount in our quest for high-quality education that cultivates, promotes, and cherishes European educational values while welcoming other cultures and languages. Within the complexities of our global societies, we argue that the future of our educational system must enable and foster mechanisms that nurture behaviours that will help us address cultural conflict, clashes, and potential detachment. Cultural clashes emerge as a major challenge for the development of our future European University, and we need to be able to minimise potential problems associated with multicultural, plurilingual and diverse working and learning environments. We are conscious of the need to develop appropriate educational programmes and curricula guided by our novel Circular Pedagogy , where we provide an initial and evolving framework for students, teachers, and researchers to interchange their roles. We propose a learner-centred, dynamic, and proactive pedagogy that helps us to manage and navigate the inevitable cultural conflict and supports us in understanding and identifying the triggers that might arise due to cultural clashes and increasing levels of detachment