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Abstract. Two concepts of future society arrangement are presented in this article: "Information Society" and "Sustainable Development". According to these concepts education for sustainable development (ESD) and the information education (IE) become the leading vectors of global education modernization. They induce systemic education changes, providing the new quality and the new educational goal -to create a culture of sustainable development of the information society. However, ways of interaction ESD and IE are still poorly understood and not implemented in practice. In this article methodological approaches are presented for coordination ESD and IE.Trends of the modern civilization development indicate that the next replacement of model of socio-economic development is approaching, and this model with the need will be global. Globality -as one of the attributes of a holistic world -means a rapid spontaneous spread of local practices beyond the borders of states, cultures and languages. Global practices lead to global results affecting (sometimes negatively) on the lives of the current generation and the current state of the biosphere, as well as the quality of the future of the world for many years and perhaps centuries [1].

The success of education for sustainable development largely depends on the linguistic means used. Education for sustainable development sets the tasks for every person to master the knowledge and skills that contribute to the sustainable development of society. To make his language understandable for everyone, he cannot be limited only by scientific concepts. To change the assessments of the world, values, human behavior, education for sustainable development has to be connected with the human feelings, culture, traditions, everyday practice, include symbols, myths, metaphors that reflect the environment-saving type of relations between society and nature. The authors substantiate the necessity of developing linguistic means of education for sustainable development. The purpose of the research is to study the influence of sustainable development metaphors on the understanding of teachers of the essence of the new concept of resilience. In the second of these groups, teachers, unlike the first, consider the introduction to teaching of the new term "resilience" to be necessary, understand their responsibility for its formation in children, consider that not only material, but also spiritual factors are important for this (knowledge, values , worldview) and are confident that they can do it. The conclusion is made about the importance of metaphorical modeling of the language of instruction of teachers in the formation of the semantic space of education for sustainable development.

The article raises the problem of readiness of pedagogical staff of the Russian Federation and Kazakhstan for realization of task 4.7 of Sustainable Development Goals in general education. The results of research on teachers' awareness and their attitude to education on sustainable development and for sustainable development are analyzed in two countries. Teachers' opinions on education for sustainable development and ways of its implementation are described and systematized. Similar problems are identified, their causes are discussed and directions for improvement are proposed. It is concluded that the process of greening of both the content of general and professional pedagogical education is a common direction to ESD for both countries. The areas of mutual interests and cooperation between scientists and teachers of both countries in this direction were identified. The Russian Federation does not have a state program on training of teachers in the sphere of education for sustainable development and education of global citizenship, but the Concept of general environmental education for sustainable development has been developed. The project "Green University" on preparation of teachers for implementation of task 4.7 of Sustainable Development Goals was launched in Kazakhstan. Cooperation between scientists of the two countries in developing a common model of Green School/Higher Education, based on mutual reinforcement of key ideas of pilot projects on greening the content of general education in Russian schools and greening the content of teacher training in Kazakh universities on the basis of a general institutional approach, seems promising.