In China’s initiative to cultivate a skilled and inventive workforce, professional career development has emerged as a strategic focus, especially via higher education. This study examines the progression of students’ professional career growth in Chinese higher education through a bibliometric analysis of the Scopus database from 1989 to 2023. The analysis identifies significant research trends, leading institutions and nations, and thematic transitions spanning seven distinct periods—from an initial emphasis on profession selection and higher education to contemporary post-pandemic career planning and adaptability issues. Utilising the Life-Based Learning (LBL) framework, the study reconceptualises professional development as a contextual, life-integrated process rather than merely an academic endeavour. The suggested paradigm prioritises lifelong, inclusive, and capability-oriented learning that correlates educational experiences with real-world issues and global labour market requirements. These insights significantly contribute to policymakers, educators, and academics seeking to develop more comprehensive and equitable career development methods for higher education students.