The article identifies the essence of the ‘global worldview’ concept and its impact on training
teachers in cultural differences in knowledge and cognition. The global worldview is treated as
conscious identification of man with the biosphere, the planet as a whole and the space, on
one hand, and the circumstances that are naturally created on Earth, on the other. The article
substantiates the assumption that the global worldview is a determining condition for the teacher
to be able to translate knowledge and ways of cognitive activity in different cultures. This culture is
understood as a quality of the personality, a set of content, activity and personal self-presentations.
It determines the axiological, intellectual and personality, activity and methodological components.
The article sets out the principles for building this translation function.