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Abstract
The release of the ‘anti-addiction regulations’ and the emergence of the export industry 2.0 have introduced new requirements for esports education. Through literature review, logical analysis, on-site investigation, and interviews, this study offers a concise overview of the development of esports education. This study focuses on analyzing the challenges faced by esports education using the stakeholder theory framework, and explores its development trajectory. The research indicates that esports education in China has gone through three stages: the initial stage, the embryonic stage, and the standardization stage. The analysis, based on the stakeholder theory framework, identifies challenges such as weak government policy guidance, public resistance towards esports, inadequate university teaching systems, individual reluctance towards re-education, and esports clubs prioritizing economic benefits. This article suggests the following strategies: (1) government planning to guide the development of esports education, (2) educational measures to dispel public misconceptions about esports, (3) exploring professional educational systems in universities, and (4) establishment of a robust ‘learn-train-compete’ model within clubs.
Disclosure Statement
No potential conflict of interest was reported by the author(s).
Notes
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Additional information
Notes on contributors
Chengrun Du
Chengrun DU is a lecturer at Beijing University of Business and Technology, China. He obtained his PhD in Sport from Capital University of Physical Education and Sports, China. His main research interests are esports education and esports management.
Dan Qin
Dan QIN obtained her PhD in Sport, from Capital University of Physical Education and Sports, China. Her main research interests are school physical education and sports economy and culture.