Volume 3 | Issue No.1 AsTEN Journal of Teacher Education 2018 │ 1 opportunities to all (http://www.iisd.org/topic/ sustainable-development). Education is certainly more accessible to all hence, concrete improvements in enrolment and graduation rates become more evident worldwide. In support of the aforementioned, the Philippine government enjoined all educational institutions to include the ESD goals in their programs, activities and projects particularly in the curriculum. The ESD addresses differences in learning capacities, styles, and preferences. The content, outcomes, pedagogy and Introduction The 2030 Agenda for Sustainable Development Goals (SDGs) address global challenges critical for everybody’s sustained security, peace, progress, and equity today and tomorrow. The goals include: no poverty, good health and well-being, quality education, gender equality, decent work and economic growth, and peace, justice and strong institutions, among others. The UNESCO’s spearheading Education for Sustainable Development (ESD) promotes inclusive and equitable quality education and lifelong learning Meaning in Life and Happiness among Tertiary Education Students Nicette N. Ganal Philippine Normal University North Luzon ganal.nn@pnu.edu.ph Joel C. Navarez De La Salle University Laguna Campus joel.navarez@dlsu.edu.ph Abstract The study investigated and analyzed the relationship between meaning in life and happiness among tertiary education students. It employed both the descriptive-survey and correlational methods. The respondents are composed of 247 junior and senior students during the AY 2017-2018. They were chosen using the convenience non-random sampling technique. Results disclosed that the respondents have both a high level of meaning in life and happiness and that the two variables are signifcantly correlated. Generally, the respondents are experiencing and pursuing a meaningful and a happy life. Also, a signifcant difference existed between the meaning in life and happiness among the respondents when grouped according to program. A parallel study may be undertaken with faculty and employees in higher education institutions as respondents. For future study, variables which infuence the non- meaningfulness and unhappiness of the participants may be included. The results may be used in designing and implementing intervention programs and revisiting the policies and practices of the school guidance program for tertiary students. Keywords: Happiness, Presence of Meaning, Search for Meaning, Meaning in Life, Tertiary Education Students