Abstract

Australia faces a significant shortage of technology workers, creating pressure on universities to strengthen graduates’ digital skills. Low-Code/No-Code (LCNC) platforms offer a pathway to reduce programming barriers, yet research in higher education has largely focused on students and educators, overlooking professional perspectives. This study addresses that gap through a PRISMA-guided systematic literature review and 11 semi-structured interviews with software professionals. The review shows that existing studies emphasise short-term efficiency and classroom benefits but neglect governance, strategy, and employability. Interviews reveal additional challenges, including limited staff training, shadow IT risks, and the education–industry gap, alongside benefits such as enhanced collaboration and metacognitive skill development. The findings indicate that sustainable LCNC adoption in universities requires stronger governance, curriculum redesign, and closer industry partnerships. By incorporating the perspectives of software professionals, this paper offers practical recommendations for aligning LCNC adoption with workplace needs and reducing Australia’s digital skills gap.

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