This study explores educational approaches to low-code development as a track to building collaborative organizational capabilities with a serious play methodology conducted in France during March 2023. Low-code development platforms (LCDPs) enable users to create software applications through visual interfaces with minimal traditional coding, democratizing software creation across organizational boundaries. Through focus group interviews with business school students in Paris and Bordeaux, we investigated challenges and teaching methods for low-code development alongside its implications for collaborative networks and sustainability. Analysis of 19 written reports featuring visual collages with verbal interpretations revealed key barriers including lack of awareness about non-traditional programming possibilities, perceived complexity, and “geek-job” stereotypes. Benefits identified include enhanced employment opportunities, cross-functional collaboration capabilities, and social empowerment. Our findings suggest effective teaching incorporates gamification, social project-based learning, and positioning low-code as lifestyle enhancement rather than career transformation. We introduce the “CATCHy” framework for designing engaging learning experiences, conceptualizing low-code development as a democratizing force that fosters collaborative innovation by enabling practical applications of emerging technologies across diverse stakeholder groups. This aligns with Organization 5.0’s vision of human-centric, collaborative work environments where technology serves as an enabler rather than a barrier. Despite limitations of a French-only perspective in our qualitative study, we contribute through our social constructivist methodology, framing technology as democratizing, connection to sustainability principles, and practical workshopping framework for digital literacy education in collaborative organizational contexts.