The study was aimed at analyzing the effectiveness of blended education for economics students using information and communication technology (ICT). The research methods consisted of literature analysis, case method, comparative analysis, mathematical statistics, and statistical experiment. The article describes the following results. Three Russian universities (Vladivostok State University of Economics and Service [VSUES], Kemerovo State University [KemSU], and Ryazan State Radio Engineering University [RSREU]) have introduced ICT to implement a blended model for teaching economic disciplines. This made it possible to use the strengths of traditional classroom and distance electronic education, as well as to quickly correct the problems that arise at the initial stage of ICT implementation, especially when training systems are integrated into international educational projects. The field study enrolled 236 economics students from the above-mentioned universities. The obtained empirical data confirmed some hypotheses regarding the effectiveness of ICT in teaching economics students. The practical significance of the article lies in the possibilities of applying leading ICT technologies to improve the professional competences of future businesspeople in blended economic learning. The results obtained can help universities to shape a rational economic blended learning course to maximize the business impact for future careers in this field. Future researchers may pay attention to the effectiveness of using Massive Open Online Courses (MOOCs) in the context of improving the economic education of future entrepreneurs with the possibility of involving real business cases in their educational process.