Dopamine is a key neurotransmitter in the brain. It’s involved in essential functions such as movement, motivation, and learning . It’s often referred to as the “pleasure neurotransmitter” because it’s so prevalent in reward systems: those that drive us to repeat things that make us feel good.

But its function goes much further: it also influences how we make decisions, how we manage our emotions, and how we learn and remember. It even plays a role in hormonal regulation through the hypothalamus.

Dopamine is produced primarily in brain regions such as the substantia nigra, the ventral tegmental area, and the hypothalamus. It all starts with an amino acid called tyrosine, which we obtain through our diet. This is converted into a modified amino acid (L-DOPA) and then into dopamine.

Factors such as a protein-rich diet, exercise, good sleep, and stress management directly influence this process. For example, aerobic exercise can temporarily increase dopamine, while chronic stress and lack of sleep decrease it .

Simply put, this neurotransmitter not only affects how we move or feel pleasure, but is also essential for keeping us emotionally and mentally balanced. Its regulation is key to good health in every sense.

New findings: How does dopamine regulate motivation?

A recent study has revealed that dopamine separately regulates motivation and reinforcement through two different receptors in an area of ​​the brain called the ventral striatum. The D3 receptor is responsible for sustaining motivation over time, while the D1 receptor is related to immediate reinforcement: that push we need to initiate an action.

This shows us that the reward system and the motivation system, although related, serve different functions. The D1 system drives us to start something thanks to quick gratification. The D3 system, on the other hand, helps us stay on track when the effort becomes prolonged or more complex.

What does this mean for education?

This finding about the functioning of dopamine allows us to propose the following recommendations for teaching:

1. Design more personalized educational strategies. Beyond rewarding points or grades, achieving deep learning requires stimulating intrinsic motivation. That is, motivation that stems from the student’s own interest and purpose in the tasks. This is achieved by designing meaningful activities aligned with the student’s interests to increase their engagement .

   These strategies can include personal exploration projects (researching a topic they are passionate about and relating it to the curriculum), reflective journaling (writing down weekly what they have learned and how it affects them), or posing challenges with real impact (such as designing a school environmental campaign or a campaign to raise awareness about a coexistence problem present in classrooms).

2. Better support for students with disabilities. In cases like ADHD or depression, where motivation may be impaired, these findings allow for more targeted interventions. For example, therapies that activate the D3 receptor to sustain effort, or the D1 receptor to initiate tasks more easily .
3. Improve the use of gamification. Educational games and similar strategies can greatly benefit from this information. Immediate rewards (points, badges) activate D1, motivating people to get started. But progressive challenges and personal goals stimulate D3, maintaining long-term interest .
4. Foster intrinsic motivation. Distinguishing between starting something and maintaining it over time helps us value educational methods that foster autonomy, personal meaning, and a connection to students’ values. This includes clear goals, purposeful tasks, and meaningful learning spaces . For example, in Science, pose the challenge of a school garden where each group of students will adopt a plant and document its growth in an audio-visual log.
5. Finding the balance between motivation and reward. Rewards can be a great initial spark, but they aren’t enough. To sustain effort, we need to appeal to the person’s meaning and commitment to the activities and tasks. In other words, we need to activate both D1 and D3 in balance.

The role of autonomy and freedom

In addition to dopamine’s roles in motivation and reinforcement, new research in neuroeducation allows us to observe how certain psychological conditions, such as autonomy, are directly reflected in brain activity.

A recent study showed that when students perceive that they are freely participating in a task—that is, they feel autonomous—the anterior insular cortex is activated. This cortex is associated with subjective feelings of agency (a sense of control over one’s actions and decisions) and purpose (a sense of having a meaningful direction or goal).

This initial activation, in turn, predicts greater activity in the dorsal striatum, associated with sustained interest, and in the dorsolateral prefrontal cortex, involved in cognitive effort and learning. In other words, lasting motivation and deep learning depend not only on rewards or external stimuli, but also on internal experiences of autonomy and meaning. This neurocognitive circuit reinforces the importance of creating educational environments where students feel they have a voice, choice, and connection to what they learn.

Beyond the classroom: motivation, dopamine, and meaning

We humans, more or less consciously, seek purpose in our actions. This search for meaning is a powerful source of motivation and drives us to achieve goals. Far from being merely a philosophical idea, it has a biological basis: dopamine is actively involved in this process.

Models such as Viktor Frankl ‘s “logotherapy ,” Japanese ” ikigai ,” or Mike Furlong’s Covitality approach show how having a clear purpose strengthens emotional well-being, improves mental health, and gives meaning to daily efforts. In all of these models, dopamine appears to play a dual role: triggering action (D1) and maintaining engagement (D3).

For example, studies on longevity in Ogimi, Japan, show that people who find their ikigai—their “purpose”—tend to live longer and better lives. The same is true in education: when students find a vocation aligned with their values ​​and abilities, a state of “flow” is activated, fostering concentration, enjoyment, and deep learning.

Instead, a lack of meaning leads to disorientation, demotivation, and a greater risk of emotional and health problems.

How do we motivate sustainably?

Motivation isn’t just about rewarding. To start a task, rewards can be helpful because they quickly stimulate the brain. But if we want to maintain commitment over time, we need something deeper: clear, personal, and meaningful goals. Understanding how the D1 and D3 dopaminergic systems work helps us build experiences—in education, work, or daily life—that not only motivate us to get started, but also provide reasons to continue.

Ultimately, motivation isn’t just about lighting the spark; it’s about keeping the flame alive. And that’s achieved by combining small rewards with a worthwhile purpose.

Author Bios: Juan-Antonio A Moreno-Murcia is a University Professor and Jose Antonio Piqueras Rodriguez specialty is Assessment and promotion of mental health and socio-emotional skills in children and adolescents both at Miguel Hernández University