Maria Fafalioy, Maria Mavri (p)

Athanasia Kadrefi

Abstract
3D bioprinting is a cutting-edge additive manufacturing technology that combines 3D printing and biofabrication to create complex biological structures such as tissues and organs. This process utilizes bioinks to print viable biomedical components. Among its critical applications, 3D bioprinting of human skin plays a significant role in regenerative medicine, offering potential solutions for wound healing, skin grafting, and pharmaceutical testing, thus reducing the need for clinical trials on human subjects.
The bioprinting process involves three primary techniques: microvalve-based bioprinting, laser-assisted bioprinting, and extrusion-based bioprinting. These techniques differ in precision, cell viability, and printing efficiency. Temperature and pressure regulation are crucial throughout the process, as bioinks contain sensitive biological molecules and living cells that require optimal environmental conditions to remain viable. Hydrogels serve as the primary medium for bioinks due to their ability to retain water and support cellular functions. The solidification or gelation of bioinks after printing is achieved through various methods, ensuring the structural integrity of the printed constructs.
The human skin, the body's largest organ, consists of three layers: the epidermis, dermis, and subcutaneous tissue, each fulfilling essential physiological roles. Successful skin bioprinting relies on careful cell selection, primarily keratinocytes for the epidermis and fibro-blasts for the dermis, to replicate native skin structures. The composition of bioinks is meticulously formulated to meet specific mechanical, rheological, and biological requirements, ensuring proper printability, immunological compatibility, and bio-mimicry of skin tissue.
As 3D bioprinting technology advances, comparative analyses of different bioink formulations, printing methods, and material properties contribute to the refinement of bioprinted skin constructs. Research efforts continue to optimize structural integrity, cell viability, and functional integration, bringing bioprinted skin closer to clinical and commercial applications. This paper presents the fundamental principles, materials, and methodologies involved in 3D bioprinting of skin, highlighting its potential in biomedical engineering and regenerative medicine. Additionally, it aims to identify the most efficient bioprinting method and the optimal bioink composition that ensures the highest cell survival rate, both immediately after the printing process and throughout the incubation period.

Athanasia Kadrefi, Athanasia Kadrefi (p), Maria Mavri, Dora Chatzi Rodopoulou, Patricia Ikouta Mazza

Patricia Ikouta Mazza

3D Printing is a disruptive and fast adaptive technology. It belongs to a wider group of technologies, Additive Manufacturing. A 3D Printing user needs only one computer and the proper software, in order to print an object. The process begins with designing the object in a CAD program, and through a specific process the file transforms into a .stl file containing all printing factors (speed, volume etc.) ready for print. Through the last years, 3D Printing has expanded its use in multiple sectors such as medical applications, dentistry, automotive even in creating tissues for human bodies through bio-printing. Additionally, there is an increasing interest in the type of materials used in this technology, which makes it possible to print almost everything.
On the other hand, Cultural Heritage is another significant field of research interest. In terms of education, Cultural Heritage plays a crucial role in schools. Students can learn about history and traditions from different countries and cultures. In addition, they can develop a sense of geographical boundaries and learn about places that they may never visit. An efficient heritage education involves a teaching method built on cultural heritage, which incorporates dynamic educational means.
The concept of 3D4CE project, funded by the European Commission, is based on the combination of 3D Printing and Cultural Heritage. More precisely, the main aim of the project was to help raise awareness on the importance of European Cultural Heritage through education, learning and participation of pupils in activities of manufacturing 3D monuments using 3D Printing technology. Through this process, students were able to learn and create on their own, various cultural heritage monuments from EU countries, thus contributing to the dissemination and the promotion of culture among the collaborating institutions. Thus, on the one hand, the students acquired a closer relationship with their region, learning a lot about their culture and history, and on the other hand, they broadened their horizons in terms of cultural representations from the interactive engagement (offered by 3D printing technology) with monuments of other regions and/or countries, which contributed to the development of their European identity. Finally, the great advantage of the 3D4CE project was to keep alive aspects of culture, which are slowly disappearing. The absence of cultural aspects implies changes to social economic and environmental conditions.

Patricia Ikouta Mazza (p), Maria Mavri , Evgenia Fronimaki, Dimitris Papandreou

Athanasia Kadrefi

3D printing is a process that turns digital files into solid objects using a desktop 3D printer. Once the digital files are created, either by using computer design software or a 3D scanner, they are sliced into sections and a 3D printer stacks the raw material into layers. 3D printing uses a new approach in education. As 3D printers and scanners become more affordable, universities and schools are in a better position to purchase more digital manufacturing systems and to train their students in using this technology.
At the European Union level, the mathematics curriculum is primarily aimed at supporting students in decision making and problem solving, using mathematical knowledge and skills. However, there are students who face some learning difficulties related to mathematics. Students usually learn more by “writing” mathematics and less by “thinking” as mathematician. In particular, 6% of students lack mathematical skills and show deficiencies in arithmetic skills, which could be attributed to various cognitive processes. The answer to the need to address the lack of skills could be sought among other areas and fields of knowledge and that of technology and even in the innovative application of 3D printing.
Moreover, the necessary material for 3D printing, called PLA (plastic), could be replaced by a special thread that would be created by students with recycled material while increasing students' interest in protecting the environment and reusing plastics. The goal is twofold, on the one hand the protection of the environment is achieved and on the other hand it produces thread from the plastic, necessary for the use of the printer.
In this light, the application for the 3D-ReMath Project assumed that 3D printing could help primary and secondary school students better understand mathematics and at the same time become familiar with the concept of recycling. The innovation of the 3D-ReMath project, funded by the European Commission, therefore lies in the fact that it managed to combine three different concepts, to create corresponding educational material and to train teachers and students with multiple and beneficial fields such as: 3D printing (cost reduction by creating a special thread instead of buying it), mathematics (introduction of an educational method to reduce inequalities) and ecology (raising awareness on reuse of materials and recycling). Teachers have access to educational material which can introduce the students to a new world where mathematics, 3Dprinting and recycling compose an innovative and sustainable way of living.

Athanasia Kadrefi (p), Maria Mavri, Dora Chatzi Rodopoulou, Evgenia Fronimaki, Athanasia Kadrefi

Mania Mavri

Nowadays, handling people with different types of disabilities is of high attention. Most of the public services such as means of transportation and hospitals want to ensure that all people belonging to these kinds of special groups have equal access to essential resources. In order to successfully accomplish this, people nowadays promote diversity and equality. Education also plays a vital role in this. Inclusive Education aims to break down barriers to learning and create environments where all students feel valued, respected, and supported in reaching their full potential. It recognizes the inherent worth and dignity of every individual and strives to build a more just and inclusive society through Education.
3D Printing (3DP) on the other hand, is a wide-known technology that refers to a process where a digital file is transformed into a solid object. The whole process needs a single user, a computer and a 3D printer. The first step begins with the drawing of the object in a CAD program and then using specific software, the final file is created. There are many types of 3DP techniques, 3D printers as well as other. This gives the opportunity to the users to create a wide range of 3DP objects.
The 3DDeSI project, funded by the European Commission (E.C.), was mainly created to introduce 3DP technology to education and more specifically to compare different types of educational systems (general or special needs schools) to enhance social inclusion in schools. 3DP is a tool that helped students conceptualize and visualize their designs as they developed their work from the development stages of a sketch to the final product. Furthermore, this project promoted socialization aimed at improving interpersonal skills while allowing students to achieve a positive level of autonomy by increasing their involvement, the degree of self-esteem & personal motivation. This project aimed to form a transnational team of partners who would create educational material using the 3DP technology in order to revolutionize the teaching and learning process of both general and special education students, creating opportunities for hands-on, interactive learning while fostering inclusion and acceptance across teacher and student population. The concept and goal of this project are in line with the E.C.'s call for actions that promote the EU Strategy on the Rights of Persons with Disabilities 2021-2030, as well as the SDGs of the UN2030 Agenda for Sustainable Development.