Features of the sociocultural, educational spaces and territories of the modern open and transparent world determine conditions for the formation of a worldview, assimilation of knowledge by students and incentives to acquire it, which actualizes the role of the teacher personality as one of the main, but far from the only, guides of knowledge, moral standards and values. This article provides a description of the socio-cultural and educational spaces of such regions of Russia as the Sakha Republic (Yakutia), Moscow and the Moscow region, as well as Mongolia; a comparative analysis of the values and value orientations of teachers and students of pedagogical universities of these countries. The results are obtained on the basis of a generalization of data from a field empirical research on the study of the sociocultural and educational spaces in general and in particular that shape personality, lifestyles, and learning incentives for students in Russia and Mongolia. Conclusions about the differences and similarities of value orientations, attitudes towards social activities and profession, as well as about the fears of current and future teachers of the studied territories are of interest to a wide range of specialists in the field of education and the social and humanitarian sciences related to the formation of the personality and value system of teachers and youth.