In current timeframe of internationalization of different processes, education has also the issue of internationalization and interculturalization, promoting to the equality and diversity in the world society. In order to be able to face the present day challenges, the education system should meet modern demands by means of passing knowledge, competences and values through education communications. That is why the process of internationalization and interculturalization  presupposes the implementation of that procedure for all persons in education system – this  challenge can be solved through educational communications as the culture is formed in knowledge (information) and values (common social expectations) results passed through study and upbringing from generation to generation.

Education system has to answer to the questions, such are: whether the education organizes personal communications aiming create internationalized values, whether this kind of education communications have an impact on modern learning societies, whether internationalized values can be transferred to the cognitive sphere and in which ways, whether all risks and chances of internationalized values are accounted, and how they can create expression of reality between national societies or intersocial reality in education, and how it can be passed on the world society?

Problem Statement, background, research questions, objectives: When we look for the primary element of communication in order to understand the structure of it, we can find out the bearers or carriers of messages, which are some kind of transmitters of different contents during the communications. This kind of transmitters are values, which carry a certain content for the communication subjects (teachers and learners). The values very interesting transmitters in communications, because they are also the bearers of the culture parallel to language and art. The culture becomes true in values and language, because intercultural realities can be built only in communications, during which we can exchange values and language messages. That is why in current debates when we speak about internationalization of education, we should highlight not only intercultural communications and debates on language internationalization, but also the internationalization of values. These are the values with global and local specifications, which can be between societies and they build intersocial value systems.

Modern educational reforms are determined by the social changes. The education system makes the reforms possible through the societal values, as educational system mostly (among the social institutions) has the following functions: creating, transferring and spreading out of values in society. The group of researchers, intending to examine the change of values, is going to use the concept of “creative actualization” [Hugh P. McDonald, 2011]. This concept explains the change of the world in connection with the actualization of the values. How goes this “creative actualization” processes from micro to the macro level of society, and how can the values reflect on the mind and behaviour of people and on the social consciousness is indicated by Robert Neville, Robert Hartman, Ludwig Grünberg, Rem Edwards.

This international interdisciplinary research has the main aim, which is to work up and develop education communication new model, which can contribute to the internationalization of values or to the intersocial value systems in education system, accounting possible risks and chances.

The research will serve to a number of objectives, including:

• To study of values in the context of  internationalization
• To explore which values can promote to the process of internationalization and built intersocial values
• To make cross-national comparison of values in the context of intercultural communications
• To examine the process internationalization of values or the building of intersocial values in education system
• To determine possible risks and chances of  internationalization of values or the building of intersocial value systems in education system.

There are different theories consisting the theoretical and methodological bases for this research. Thus the theories of functionalism [E.Durkheim] assume that education, as a social institute within society, is made up of interdepend parts all working together, contributing some necessary activity to the functioning of the whole society; the conflict theories [K.Marx, M.Weber, R.Collins] explain the influences of educational system on the specific institutions; the interactions and interpretive theories [G.H. Mead, C.H.Cooley] - on small-scale and small group interactions; and the recent theories observed the role of education within the events and situations around us and react to them as we do [B.Bernstein, P. Bourdieu], differentiation theories and theories about social change [A.C. Jeffrey, P.Colomy, F.J. Lechner, G.Rhoades, R.Münch], approaches of N.Luhman about evaluation of society and about socialization, theories of communicative behavior [J.Habermas, H.Lasswel], theories on education policy and education research [A.Bryman, J.Anyon, B.S.Cooper, B.Lingard, W.Helsper, J.Böhme, W.Leuterbach, R.Backer] that describe the importance and the essential role of the education into microlevel and macrolevels of society by the use of communications. These theories consist the theoretical and methodological bases for this research. As they are applied to education, recent theories have taken the form of studying interaction processes in classrooms, the management and use of knowledge, the question of what it is to be “educated”, curriculum content, and so forth. These theories help us understand the means to work with education system. The special theoretical framework for this research is made up of educational axiological concepts [e.g. Grünberg L., 2000; Edwards B. R., 1995; Hartman S. R., 2002; Hugh P. McDonald, 2004, 2011, Neville, C. R. 1991, ...], theories of actualization of value concepts, the mechanisms of actualization [e.g., Luhmann N. and Schorr E., 1996, Max Weber, 2006, …], education system’s research, arrangement, management, and reforms [e.g. Guetl B., Orthey M.F., 2006; Bernstein, B., 2006, …], researches on education communications and communication models paradigms [e.g., Habermas, H.Lasswell, Luckmann T., 1997, 1996, 2002; Becker U.C., 2012, …], intercultural communication and education internationalization approaches, analyses and explanations.

In the frameworks of this research the education communication (value interrelations) model of education will be observed in the framework of socialization and social exchange basing on the Durkheim’s statement about analyzes of social system or “Small Society”. The elements of the research subject will be analyzed according to the following model of H.Lasswell: “Who, Says What, In Which Channel, to whom, to What Effect” [Lasswell]. The education communication-value relation model also includes the nature of the reflexive impulse from the learners or value behavior. In this case I will analyze the value behavior according to the theory of J.Habermas. It also seriously focuses on the social construction of these contexts and the identities of participants construct within them. The elements and mechanisms of value rethinking and possibilities of internationalization will be analyzed in accordance to the Robert Neville’s theory of “Reconstruction of Thinking”. It is very important take into the account a particular social, cultural, and historical context in order to collect empirical data with qualitative methods for case study. The mechanisms of actualization, localization, and operation of new intersocial value concert can be achieved after complete studies and comparative analysis of the different value concept strategies and optimization approaches, which can be realized with qualitative data collection tools (analysis of contemporary literature, higher educational institution documentation study, researches and data collection with in-depth interviews and focus-group discussions with experts from department of the Educational Studies, focus-group discussions with the students, literature review and content analysis, comparative analyses).

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