Abstract: With the release of the Anti-Doping Regulations (Revised Draft), the importance of anti-doping education and departmental synergy has become increasingly prominent. This paper aims to construct an analytical framework based on behavioral theory to explore the differences in students' motivation for engaging in anti-doping education. Using a sample of 2024 college entrance examination candidates, a questionnaire survey was conducted to empirically analyze the factors influencing students' level of anti-doping knowledge. It is found that students' awareness of doping tests is positively correlated with their knowledge level. Although students specializing in sports outperformed regular candidates in terms of knowledge level, the overall gap was minor, and neither group reached the passing mark. This highlights the ongoing challenges in institutional synergy for school anti-doping education. Therefore, it is imperative to enhance the normative system of anti-doping education through institutional synergy in three aspects: ① The synergy with supporting systems, which is to ensure the effective linkage between educational activities and doping tests, investigations, and other systems to enhance the practicality and enforceability of education. ② The synergy with examination systems, which is to incorporate the assessment of anti-doping knowledge into the content of sports-specific exams to improve students' awareness and mastery of anti-doping importance and knowledge. ③ The synergy with teaching systems, which is to integrate anti-doping education into the curriculum and course settings, utilizing classroom teaching, lectures, and extensive activities to enhance the systematicness and effectiveness of education.