Given the reality of unprecedented climate change, which has negatively impacted and continues to impact societies and economies, exploring the collective efficacy (CE)-)–adaptation nexus is urgent. Against this backdrop, the current contribution systematically reviews the literature on CE and adaptation by utilising the reporting standards for systematic evidence syntheses (RoSES). The aim is to establish the state of knowledge on the association between CE and adaptation to climate change and its variability globally. The appraisal of eight articles that satisfied the inclusion criteria demonstrates the limited and geographically skewed distribution of publications on the CE–adaptation nexus. CE has not been extensively operationalized in parts of the highly vulnerable African continent. CE and adaptation research in African countries is imperative considering their collectivistic culture, high vulnerability, and low adaptive capacity. Evidence on the positive association between CE and adaptation to climate change and climate-related hazards has been accrued. This is the context within which this paper advances the need for increased research across socio-cultural contexts to advance knowledge on the CE–adaptation nexus and facilitate effective and sustainable adaptation.

Background: The South African curriculum policy mandates the introduction of the first additional languages (FALs) teaching in Grade 1. Research on FAL teaching has been on the agenda in South Africa for more than a decade now. Several interventions in response to systemic findings have been made, yet little success is noted in terms of the advancement of FAL teaching in the foundation phase to a sustainable degree. Thus, there is a need for ongoing research in this focus area to enrich scholarly debates and the practice of FAL teaching with new insights.Aim: This paper seeks to further these debates through its attempt to explore and present findings on whether the contextual variations in which schools are located have any influence on Grade 1 FAL teachers’ pedagogical practices.Setting: The study was conducted in three geographically different Grade 1 classroom contexts, namely, urban, peri-urban and rural.Methods: This is an interpretivism qualitative small-scale multi-case study involving three Grade 1 teachers who taught FAL in three geographically different schools. Data were generated through semi-structured interviews, observations and post-observation interviews. Thematic data analysis was applied, and the results are presented as collated essential findings.Results: Findings revealed variances in the way teachers taught FAL. These variances were linked to their pedagogical practices as influenced by spatial variation, learners’ exposure to second sites of FAL learning, to name a few.Conclusion: The study calls for teachers to be courageous in developing innovative FAL teaching approaches, thereby influencing curriculum policy on how FAL may be taught in Grade 1 classrooms in different geographical contexts.