Manuscript received March 10, 2026; accepted March 19, 2026; publish May 20, 2026.

Abstract—As esports emerges as a digital learning ecology that integrates technology and social interaction, its influence on university students' career development has become an increasingly important issue. Unlike prior studies that primarily focus on motivational factors, this study conceptualizes esports as a learning environment and examines students' career adaptation and development within this context. We utilized the University Students' Esports Career Adaptation and Development Questionnaire and incorporates three core dimensions, including career interest, career adaptability, and career readiness. Gender-related perspectives, such as stereotypes and self-efficacy, are further integrated to reflect the gendered nature of the esports ecosystem. We validated the scale using a sample of 133 university students, identifying a robust three-factor structure with high internal consistency (Cronbach's α  = .939). The findings offer evidence-based insights for curriculum design and gender-inclusive career guidance in higher education.