Children comprise many of the visitors to zoos every year, yet few studies have explored the impact of a zoo visit on children’s learning. This study employed a repeated measure design using data gathered from 500 questionnaires to investigate students’ knowledge, attitude, and behavior before and after visiting a zoo or aquarium in Ireland. A treatment group participated in a purposefully developed educational intervention, which included a hands-on activity, intended to enhance learning. Results indicate that learning does occur after a zoo or aquarium visit. However, students visiting the zoo and those who participated in the educational intervention showed the greatest increases in learning. A zoo visit has educational benefits for children, but to maximize this benefit an educational intervention should be offered.

There is increasing evidence that zoos and aquariums do, as intended, educate their visitors. However, even though most zoos offer a wide array of educational experiences, few studies have considered if the duration of an educational experience affects learning or whether learning lasts beyond the immediate visit. The current study used matched-pairs surveys to investigate children’s knowledge, attitude and knowledge of positive behavior during both a five-day zoo camp and six months after an aquarium visit. The participants of the study included children aged 9–12 years some of whom had participated in a purposefully designed educational intervention. First, the impact of a five-day zoo camp experience on children’s learning was investigated. Second, learning retention was investigated six months after a school tour at an aquarium. Results showed that during the camp learning was positively affected by participation in the educational intervention and by previous zoo experience. Girls were more likely than boys to have an increase in learning six months after an aquarium visit. The study demonstrates that learning persists, but that education can be enhanced with longer programs. Thus, zoos can play an increasingly important role in igniting pro-environmental behavior.

Transnational education and English medium instruction (EMI) has grown in Asia in response to rapid globalisation. As a result, Vietnam has invested in creating new model universities that partner with international institutions as a way to supply the demand for quality higher education. Yet, few studies examine the influence of EMI on student learning, particularly within the Vietnamese context. The purpose of this grounded theory study is to examine the influence of EMI on the learning experiences of students attending three transnational universities in Vietnam. Based on participants’ experiences, a model was created that highlighted specific areas that affected student learning: speaking and writing English in classes, limitations of instructors speaking English, and the ‘double barrier’ of English language, and discipline-based concepts learning at transnational universities. Recommendations for practice include creating intentional out-of-class learning opportunities and promoting active learning strategies as ways to facilitate student learning at transnational universities who use EMI.

Inspiring visitors to engage in conservation-related behaviour following a zoo visit is a primary objective for most zoos. Animal–visitor interactive (AVI) experiences are often central to this goal. Yet, these interactive experiences are insufficiently evaluated from both the visitors’ and captive animals’ perspectives. The current study took place at Fota Wildlife Park and involved the construction of an environmental enrichment device during an interactive visitor experience with Sumatran tigers (Panthera tigris sumatrae). It aimed to simultaneously encourage pro-conservation behaviour in visitors and promote animal welfare. Visitors (n = 51) completed a survey, observed the tigers’ behaviour and made a pledge to help tigers in the wild after completion of the AVI. Tiger behaviour was simultaneously observed by a trained researcher using occurrence or non-occurrence sampling, which found no indication that tiger welfare was compromised during the activity and was likely enhanced by engaging with the enrichment. Additionally, visitors observed a range of tigers’ behaviours. The results indicated that some visitors (8%) had continued with their pledge six weeks after the experience, and most visitors exhibited a high level of knowledge and a positive attitude towards tigers. The use of enrichment during AVIs may be a positive link between the visitor experience and animal welfare. These results can be used to guide AVIs in zoos which aim to connect people with nature and drive pro-conservation behaviour in visitors.

Learning in the zoo is a complex process with many influences affecting outcomes, which traditional methods of evaluation may not consider. This study used conversational content analysis, an innovative and under-used technique, to investigate children’s learning in the zoo setting during an educational experience. The children’s conversations were observed at Fota Wildlife Park and Dingle Aquarium in Ireland at three different animal exhibits (1) free-ranging ring-tailed lemurs (Lemur catta) (2) Gentoo penguins (Pygoscelis papua) and (3) Humboldt penguins (Spheniscus humboldti). Some groups of children (the treatment group) participated in a purposefully designed educational intervention, while others (the control group) experienced the standard curriculum only. Descriptive statistics indicated that all children engaged in diverse topics of conversation indicative of learning as they viewed animals. However, further analysis using a general linear model showed that participation in the treatment or control group (p < 0.001) and species viewed (p < 0.001) affected the proportion of positive comments made by children. Groups that viewed free-ranging ring-tailed lemurs and Gentoo penguins made more types of positive comments than those that viewed Humboldt penguins, and children who experienced the educational intervention made more types of positive comments than children in the control group. Conversely, children in the control group made more types of negative comments (p < 0.001) than those in the treatment group. The results indicate that children do learn in the zoo setting; however, this was enhanced based on the type of educational activity the children experienced and the species they viewed. Overheard conversation offers a unique insight into the visitors’ experience at the zoo, but further research is required to establish if conversation can reveal a propensity for pro-conservation behavior.