The overall objective of this research is to characterize university-level economics education in Colombia. Economics programs in Colombia emerged in a context where the country was undergoing institutional changes (Montenegro, 2017). The significant challenge of integrating new technologies, information, and knowledge (ICT) into the learning of this discipline (economics) arises as a fundamental factor in the comprehensive education of future professionals. The study is conducted through a bibliometric analysis using a sample of 1234 documents published on economics courses in university education, sourced from the SCOPUS database. Using VOSviewer software, co-occurrence of keywords related to the topic is determined. The methodology also encompasses a quantitative and qualitative study of national economics programs, with a total population census of 85 curriculum plans. These plans must be aligned with current labor market demands to address Colombia's real socio-economic issues. Subsequently, a comparative analysis of the curriculum plans enables a critical assessment of their alignment with the principles of the new economy, given the current circumstances of COVID-19.