Abstract
The authors of the article consider transformational education as a formation of sustainable professional development. Its appearance is associated with attempts to resolve many crises states of society, which indicate the destructive phenomena of any society, regardless of its socio-economic formation and political model of social development. Many scientists recognize that a more sustainable model of human development can be achieved through education. However, the classical learning model, which has shown its effectiveness in the past centuries, is now experiencing powerful pressure from modern information technologies. This article introduces readers to its main and universal theoretical and research positions. Since the practice of implementing transformational learning can vary not only depending on the conceptual approaches, but also the basic cultural features of the country implementing it. The article describes the results of transformational professional development of teachers in Russia and Kazakhstan, proving its effectiveness.