The philosophical and pedagogical principles of transnational higher education development in the second half of the XX--at the beginning of the XXI century are revealed based on the authentic scientific research sources and reflections of prominent scientists. Review of scientific works, devoted to the problems of education transnationalization, allowed concluding that in the late XX century the traditional relationship of pedagogy and philosophy changed under the influence of globalization and internationalization of education. On the basis of determinant analysis it has been found that postmodernism (J. Derrida, M. Foucault, J. Lyotard, R. Panvit) and postnonclassical science (H. Haken, I. Prihozhyn, V. Stepin) serve philosophical grounds for transnational higher education formation. The article proves that the "philosophy of global problems" as a set of ideas based on the objectivity of the total global relations, serves as the basis for building a modern educational paradigm that is reflected in the concept of global education. The fundamental idea of global education is to develop a holistic vision and human perception of the world, awareness of its place in the interconnected and rapidly changing environment, by filling content of educational process with human values. Practical implementation of these ideas is made by the introduction of multicultural education approach, critical pedagogy, global education and formation of intercultural educational content, which reflects the cultural and historical specificity of population.