The Author has demonstrated that Samoan youth is not indifferent to cultural universals, despite attempting to co-create them in the course of a multi-cultural dialogue and globalization processes. The study was founded on research results conducted through local observations and a questionnaire distributed among students of the Faculty of Education at the National University of Samoa in Apia. The research aimed to learn about the opinions, aspirations, attitudes, and value systems of Samoan students as they represent the educated elite of the 21st-century generation. The interviewed approve of contemporary civilizational novelties, as long as those do not harm the traditional culture. The socialization process in the Samoan youth has been occurring on a borderland between upbringing, traditional family-tribal, and the modern state-citizen education in schools and social life. Family and traditional customs are still vivid despite being more open to contemporary civilization and state developments. Although cautious towards novelties that might threaten the Samoan culture, these attitudes may be assessed as a reformatory. Based on the results obtained in Samoa, it is justifiable to state that the process of cultural transformation universalization has been occurring there in many areas of reality.

The process of system transformation starting in the 90s and continuing its consequences since more than a decade directs to the functioning in the mentioned context of social actors with the specific scope of demands, related to their adaptation to the liberal and democratic reality. The demands are directed to the individuals as well as to the different institutions, among others to the educational ones. The process of adaptation to new social conditions and reaching more actual qualities, in the criteria of the highly advanced in specific aspects societies or communities, can take on the form of modernisation. In the paper there are analysed the characteristics of the actual social realities of pluralistic, liberal, democratic every-day conditions, their consequences for the spheres of the individuals' functioning and directions of the possibilities of utilizing the resolves implicated by the theory of modernisation in creating the educational and extra-educational reality.