The 19th century proved to be one of the most complicated periods in Spanish history for the Spanish Crown, as it faced both internal conflicts—the French War of Independence—and external conflict—the independence of what were its territories in most of America. France did not remain indifferent to this and always had a clear idea of where to draw the boundaries of what “belonged” to it. Thus, amid the wave of independence movements in the Spanish colonies, the French continued to produce rich cartography to establish these boundaries and settle their power over the new nations that were arising after the period of revolutions. The cartography of Rigobert Bonne, the last cartographer of the French king and the Revolution Era, and one of its disciples, Eustache Hérisson, represent the perfect witness to the changes over the borders of the Spanish colonies during the change of the century. This study aims to analyze such cartography, examine the rich toponyms it offers, and examine the changes in the boundaries created over time between both empires. The main cartography we will rely on will be that of Bonne, one of the most important cartographers of the 18th century, and his disciple Hérisson, a geographer engineer, who lived through the onset of the conflicts and always prioritized the French perspective and the interests of their nation.

University majors are the core sub majors of education majors, and the OBE concept is a modern educational concept based on learning outcomes. Apply the OBE concept to undergraduate courses to cultivate students' professional practical abilities and scientific research innovation qualities. This article is based on the educational concept of OBE and attempts to examine and reform university curriculum teaching, mainly starting from four aspects: curriculum content, teaching methods, curriculum assessment and evaluation methods, and teacher quality.

In regard to national development (ND), this review article (which is basically a perspective approach) presents retroactive and forward-looking perspectives on university education in Nigeria. In the past, particularly during the 1970s, the Nigerian university (NU) sector was among the most outstanding in Africa as well as globally. The best institutions drew students from around Africa, who flocked to Nigeria to study. The NU structure evidently contained four essential components for an international and effective university system, viz., world-class instructors, world-class students, a conducive learning environment, and global competitiveness. The NU structure, nevertheless, has undergone some neglect over the past thirty years and lost its distinctive identity, which raises questions about its function and applicability at the current stage of ND. Hence, some retrospective and forward-looking observations on university education in Nigeria in connection to ND are conveyed in this perspective article uses basically published articles and other relevant literature, as well as other sources and data from available literature. Hitherto, there is an urgent need for reinforcement of the university system in order to give it the desired and comparable international quality and functionality needed to meet the demands of current issues and the near future. However, this article conveys an intense belief and conviction that the NU system is still important for both the political and socioeconomic development (growth) of the nation. The article concludes by recommending the way forward in this regard.

There is no denying that the COVID-19 pandemic resulted in significant stress worldwide and impacted practically every aspect of human activity. The impacts of this deadly virus on education are not seen as gaining much-needed focus from the scientific research community. The majority of educational institutions globally switched to online instruction during the COVID-19 pandemic. However, there were considerable differences in the technical readiness of various nations. In this regard, the study’s attempt to provide a way forward for how the educational sector ought to manage the challenges brought on by COVID-19 issues in support of online educational activities. Since some of the consequences that resulted have an impact on the educational sector, the answers presumably also should have included innovations that would improve scientific research to lessen its effects. Particularly, it appears there is still much that has to be done about the impact of the COVID-19 pandemic on the educational sector. Hence, this perspective review study aims to explore the potential relationship between the COVID-19 pandemic and the educational sector while suggesting a way forward.