It is impossible to imagine the modern world without the changes brought by the processes of globalization. Globalization, as a process of the integration and unification of all the spheres of human activity, i.e. political, economic, cultural and religious, not only supposes the strengthening of global connection of people of different cultures, but also the realization of that connection and as a result the weakening of the importance of territorial boundaries. Consequently, intercultural cooperation finds universal cognitive algorithms, contributing to the perception of universal values.

Education is the main indicator of development in all  civilized countries of the world. Countries compete not only with the economic values created by them, but also with their social values and education systems. The level of development of the society, the willingness to perceive or not to perceive the civic ideas and universal values, the ability to communicate, as well as  the interaction with the societies of other cultures directly depend on education.

The quality of education and social justice ensure a prosperous future for generations. In the modern world, education is a core condition for economic growth, a cornerstone for the country's socio-economic well-being, a strategic resource for the sustainable and dynamic development of a nation. The tendency to the globalization of education is manifested in the desire to form a common educational space with basic approaches and criteria. The commercialization of education also means to make its activities competitive, which can have a positive impact on the quality of education.

The purpose of our research is to examine the circle of the influence of globalization processes on the value approaches to education. Taking into account the numerous factors that determine globalization, in particular, information technology, we have considered  globalization not only as a new reality, to start the era of the technological society, but also a a reality disrupting the national education systems and undermining the foundations of the social         justice.

The globalization phenomena, on the one hand, contribute to the increase of the quality of education, and, on the other hand, pose serious challenges to the sphere. Strategically, education proncipally performs as a factor of the growth of the national economy's competitiveness and its sustainable development. However, when people's incomes or earnings do not exceed the level of their standard of living, the commercialization of education in this case raises the demand for social justice.

Considering the theories of R. Henvey and Botkin on the global education methods as a basis of our study, we have defined the value approaches to education as factors that determine the mutual relations of cultural, social, economic and other levels of modern life. In the context of the investigation of the problem, we have singled out the following value approaches to education: Positive: 1. The demand for continuing education in the era of increasing demands for the quality of human potential; 2. Person-centered education, which emphasizes the learner's personal characteristics, orientations, interests and goals; 3. The discovery and application of new teaching technologies and methods, which first of all contribute to the development of critical thinking; 4. Knowledge as a means of self-recognition and self-improvement of the highest value, which makes a person a full member of the world community in the context of intercultural communication; 5. The formation of a creative and harmonious personality, who is able to make informed decisions, to predict their possible consequences and to feel responsibility for the present and future of the world; Negative: 1. The change of literacy standards determined by the influence of the Internet and the information flow; 2. The decrease of interest in high national culture and the loss of ability to understand it, the ignorance of cultural values and traditions, psychological devaluation; 3. Consumer attitude towards values; 4. The lack of humanitarian values and tolerance. Applying Rokich's value orientations method and the method of conversation among the Armenian youth, we have discovered that in our reality the value approaches to education are directly determined by personnel (relevant specialists). The survey of respondents has shown that the present-day value approaches to education are not anchored in the universal humanitarian ideas. The value approaches to the world, the society and the individual are not completely reflected in the sphere of education. The level of the awareness of continuing education is very low. The mentioned realities are also inevitably determined by the post-war situation in our country and the difficulties caused by the epidemic, which violated the foundations of social justice.

Globalization creates not only economic, political, but also cultural and educational values, which determine the future of humanity. Qualifying knowledge, education, freedom, national self-consciousness, and other values as universal values, the globalization phenomena make us keep pace with the times and respond to the challenges with value approaches. The negative impact of globalization is first of all a threat to social justice and the ignorance of human rights. The higher the awareness of self-recognition and self-improvement is, the more surmountable all the dangers and obstacles in the sphere are. Based on the value approaches to education, we have singled out two perceptions of globalization: globalization as an objective process, which goes hand in hand with the dialogue of regionalization and cultures, educational values (two sides of one external contradictory phenomenon), and globalization as a unification, a process forced to the world.

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