Introduction

: the COVID-19 has had direct implications for university education. The forced confinement has caused non-face-to-face education to remain the main viable alternative in the immediate term.

Background

: there is no history comparable to this pandemic due to its intensity and general impact, as well as the availability of technology. Despite this, there are still many practical constraints related to unequal access to information and communication technologies by social or economic groups (digital divide). Digital teaching at the university is analyzed here, focused on two economic subjects, through a study of strengths and weaknesses. Discussion: the will of students and teachers, as well as third-party agents, continues to be the determining factor for the success of digital education as non-face-to-face teaching and learning. Optimal conditions are given in economic subjects, by tradition and by the support of teachers and students. Digital adaptation, accelerated by the pandemic, must not be restricted to an emergency situation, but must be consolidated, in symbiosis with traditional face-to-face education.

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