Zoo conservation-education programs have potential to address biodiversity loss, although evidence of their effectiveness to encourage social change is in its infancy. Moreover, how a program is implemented may influence program efficacy, yet there is little evidence of the factors that shape this process in zoos. Accordingly, through a process evaluation of Zoos Victoria’s ‘When Balloons Fly” (WBF) conservation-education program against marine debris, we identified barriers and enablers to the implementation of the program which can be addressed to improve future initiatives. Between April-May 2018, 24 Zoos Victoria professionals completed an online survey focussed on identifying challenges and successes in implementing WBF. Four participants additionally completed a follow-up telephone interview. Themes were identified and organised according to the model of diffusion in service organisations (Greenhalgh, Robert, Macfarlane, Bate, & Kyriakidou, 2004). Our results illuminate that features of the organisation (e.g., structure, culture) rather than features of individuals (e.g., skills, motivation) or characteristics of the conservation-education program itself (e.g., messaging), were most influential to implementation success. Based on these findings, attention to the organisational context is critical for promoting and evaluating the success of conservation-education programs and must be given significant attention alongside program characteristics and staff capability to deliver them.

动物园保护教育计划具有解决生物多样性丧失问题的潜力，尽管其在鼓励社会变革方面的有效性的证据还处于起步阶段。此外，计划的实施方式可能会影响计划的有效性，但几乎没有证据表明在动物园中影响这一过程的因素。因此，通过对维多利亚动物园的“气球飞行时”(WBF) 保护海洋垃圾保护教育计划的过程评估，我们确定了实施该计划的障碍和推动因素，这些障碍和推动因素可以解决，以改进未来的举措。2018 年 4 月至 5 月期间，维多利亚动物园的 24 名专业人员完成了一项在线调查，重点是确定实施 WBF 的挑战和成功之处。四名参与者还完成了后续电话采访。根据服务组织中的传播模型确定和组织主题（Greenhalgh、Robert、Macfarlane、Bate 和 Kyriakidou，2004 年）。我们的结果表明，组织的特征（例如，结构、文化）而不是个人的特征（例如，技能、动机）或保护教育计划本身的特征（例如，信息传递）对实施成功的影响最大。根据这些发现，关注组织环境对于促进和评估保护教育计划的成功至关重要，并且必须与计划特征和员工执行这些计划的能力一起给予高度关注。我们的结果表明，组织的特征（例如，结构、文化）而不是个人的特征（例如，技能、动机）或保护教育计划本身的特征（例如，信息传递）对实施成功的影响最大。根据这些发现，关注组织环境对于促进和评估保护教育计划的成功至关重要，并且必须与计划特征和员工执行这些计划的能力一起给予高度关注。我们的结果表明，组织的特征（例如，结构、文化）而不是个人的特征（例如，技能、动机）或保护教育计划本身的特征（例如，信息传递）对实施成功的影响最大。根据这些发现，关注组织环境对于促进和评估保护教育计划的成功至关重要，并且必须与计划特征和员工执行这些计划的能力一起给予高度关注。