Background: In the digital age, esports has emerged as a significant intersection of technology, entertainment, and education, captivating millions globally. Esports, defined as organized competitive video gaming, has seen exponential growth, especially in Europe and Asia, leading to a significant economic impact in countries like Sweden (Pizzo et al., 2018). Sweden has become a key player in the global esports scene, with events such as DreamHack attracting international audiences, and the rise of world-class teams such as Ninjas in Pyjamas and Alliance (Hong, 2022). Esports in Sweden is estimated to generate over $1.86 billion by 2024, reflecting the massive interest in gaming across the nation (Pizzo et al., 2022). Approximately 44% of Swedes are engaged in gaming, underscoring the importance of the esports industry in the country’s cultural and economic landscape (Fortune Business Insights, 2022). Moreover, Sweden has been a pioneer in hosting large-scale esports events, and its players are among the top in the world in terms of earnings and reputation (Pizzo et al., 2018).

Despite this, there is limited intersection between education and esports. This study investigates how academic institutions could potentially collaborate with the esports industry in Sweden to create a sustainable career pipeline for aspiring players, coaches, and other professionals within the esports ecosystem (Fortune Business Insights, 2022). The ultimate goal is to provide insights into how education can play a critical role in enhancing career sustainability and long-term success in the esports industry (Pizzo et al., 2021).

The educational system in Sweden has not fully adapted to the specific needs of esports professionals, resulting in a gap where aspiring players are often unprepared for life after competitive gaming. The lack of formal educational programs tailored to the unique requirements of esports careers leaves many young players vulnerable to early retirement without viable career alternatives (Hong & Hong, 2023). Addressing this gap is essential to creating a sustainable future for esports in Sweden.

Problem: The Swedish esports industry faces a critical challenge: the absence of structured educational pathways that intersect with the esports ecosystem (Pizzo et al., 2022). Although esports is gaining recognition as a legitimate industry, traditional educational institutions have been slow to adapt, leaving aspiring esports professionals without the necessary support to pursue sustainable careers (Collis, 2020). This has resulted in a fragmented career pipeline, where many players retire early due to the lack of career transition programs, mentorship, or skills training for life after esports (Hong, 2022). One of the major limitations is the narrow focus of existing esports programs, which primarily emphasize technical skills such as game development or streaming (Pizzo et al., 2022). Broader multidisciplinary subjects like marketing, management, and health sciences are often ignored, yet these are crucial for career sustainability in esports. This gap limits the ability of young players to acquire transferable skills that could support them post-retirement or in other esports-related careers (Hong & Hong, 2023). In Sweden, there is insufficient collaboration between educational institutions and the esports industry, exacerbating the lack of support for aspiring professionals (Ahn et al., 2020). Without clear educational frameworks, esports athletes are left to navigate the industry without structured guidance, making it harder to transition into other careers. Solving this issue requires a focused intersection between esports and education, particularly at the university or college level, to address the challenges faced by esports athletes (Pizzo et al., 2021).

Purpose: The thesis aims to offer actionable recommendations for creating more robust academic support for those future aspiring esports athletes in Sweden who would eventually end up retiring at an early age. By examining how education can intersect with the esports ecosystem, the study aims to also provide some intel on how career sustainability related issues with young talents can be addressed.

Method: This study employs an inductive approach using qualitative research methodology to gather primary data. Semi-structured interviews, guided by the Human Capital model, were conducted with a relevant group of professionals. Thematic analysis was utilised to analyse the data and generate themes, allowing for a broader understanding of the participants' perspectives and the current state of the esports industry in Sweden.

Conclusion: This research explores the potential intersection of education into the esports landscape, aiming to support professionals in their career trajectories. Insights from interviews with seven participants reveal both positive and negative perceptions about such possibility in the very near future and about the current state of the esports ecosystem in Sweden. While human capital theory suggests potential benefits, challenges include fragmented literature and small sample sizes. Further exploration within Sweden's esports ecosystem is recommended to address these limitations and provide practical solutions for supporting esports athletes.