The teaching process involves a content and procedural aspect at every level of education. The content of higher education in study programme of Informatics should reflect practical requirements. The graduate will be applied to the labour market, if s/he has knowledge of several disciplines and the ability to view the solution to the problems in the enterprise in terms of technology and economy as well. The costs are the basic economic category, along with revenues and economic result. The article gives reasons for the justification of the incorporation of the costs to the content of education within economic courses in Informatics. The article also points to the need to maintain dynamics in teaching, even though the prevailing form of teaching in higher education – lecture – is based on the description and explanation. The dynamics can be achieved using a combination of changing work methods, namely lectures, scenarios, discussion, question brainstorming, activating exercises, etc. applied to the issue of costs