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In recent decades, a sweeping technological wave has reshaped the global economic landscape. Fueled by the unceasing forces of digital innovation and venture capital investment, this transformative machine has left a significant mark across numerous economic sectors. More recently, the emergence of 'deep tech' start-ups, focusing on areas such as artificial intelligence, nanotechnology, and biotechnology, has infused a fresh wave of innovation into various sectors, including the pharmaceutical and cosmetic industry. This review explores the significance of innovation within the cosmetics sector, with a particular emphasis on delivery systems. It assesses the crucial process of bridging the gap between research and the market, particularly in the translation of nanotechnology into tangible real-world applications. With the rise of nanotechnology-based beauty ingredients, we can anticipate groundbreaking advancements that promise to surpass consumer expectations, ushering in a new era of unparalleled innovation in beauty products., Competing Interests: Declaration of competing interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (Copyright © 2023 Elsevier B.V. All rights reserved.)

Traditional didactic methods have not been successful in promoting independent and reflective students. Thus new teaching techniques are essential to optimize the way students learn. This study aimed to evaluate the perception of students, from the Faculty of Ceilandia, University of Brasília (FCE/UnB), about the active method "inverted class," which has as its primary characteristic to stimulate the student to study and research the contents before the theoretical classes or explanation of the teacher. To this end, 64 students of the summer course participated in the Flipped Classroom and later evaluated the discipline method. Initially, they received a script with clinical questions about the class's content, which should be discussed and answered about the basic, clinical, and practical application concepts. To evaluate the didactic method applied, on the last day of class, the summer class students were invited to answer a survey about satisfaction when learning the contents. For 98% of the students, the teaching method used was approved. It is also emphasized that this class had 48 repeating students, unmotivated with the course because, for many, they declared themselves unable to be approved. Given the success of the method, we decided to apply it throughout 2018, so the method was applied to over 180 students of FCE/UnB health courses. In short, it is considered that the results presented here to support other studies that highlight the need for changes in traditional teaching methods, which is a didactic option in undergraduate courses.