The question of the meaning of life accompanies man throughout his history as well as the emergence of various forms of nihilism. These are not only post-modern topics. Given that the question of meaning refers to man, it is an eminently educational issue. Reflecting on the meaning of life in the educational system is justified for two reasons. The first is reflected in the growing technological development, which not only warns of the danger of dehumanizingacts, but also exposes the state of man's inner world, his existential frustration, and imposes the question of the essence of man in a risky society. The second is visible in the trends of nihilistic philosophy, the progressive collapse of traditional values, the rhetoric of the negative and the spread of fears prevents a view of the future in an atmosphere of perspective and positive, not threatening and negative. Existential fears distance the young man from the discovery of meaning and direct him to the detours of frustration and degradation as an ontological being. This is the observation from which the direction of (logo)pedagogy starts, within the phenomenological existential vision of logotherapy, which summarized the existential essence of human existence. In this perspective, the paper outlines important epistemological questions and explores challenges and opportunities in the educational system, in the belief that the scientific foundation of educational theory and the authenticity of existence should meet in order to respond to the need for a horizon of meaning and value that educational activity requires. The research was conducted on a sample (n = 516) of expert associates, pedagogues and psychologists of primary and secondary schools in the Republic of Croatia. Data collection was carried out by means of a written survey in electronic form, using the Google Forms platform. Eight measuring instruments were used. The results of the research are presented with qualitative and quantitative results. The idea of this research work is aimed at testing the possibility of usefulness and application of logotherapy/logopedagogy settings as a comprehensive educational project in the school context. These are the fundamental questions of the meaning of life and the values that the search for meaning includes, such as freedom, responsibility, conscience, transcendence,and which are of crucial importance for the upbringing of today's young generation of the 21st century. Phenomenologically inspired educational activity opens space for the discovery and development of creativity of children and young people, their longing for the experience of authentic confrontation, questioning and reflection of their own being, the world and the meaning of life. It is about the essentiality of upbringing and education in such a way that the focus is on being human, and this also builds a humane community that is not subordinated to any external interest, that is, the instrumentality of upbringing and education. The goal was also to establish whether professional associates with different sociodemographic characteristics (different personal and professional characteristics and the characteristics of the school where they work) differ in their willingness to recognize and dedicate themselves to the existential issues of adolescents. The results of the research largely confirmed the set hypotheses. The obtained results provide a clearer understanding of the connection between the level of the meaning of life and life satisfaction of expert associates with their willingness to recognize and devote themselves to the existential issues of adolescents, that is, to apply logotherapy/logopedagogical settings in the educational process. Also, the results indicate that the current representation of the topic of meaning in the educational process is insufficient, and to a large extent it is important to deal with existential issues such as the meaning of life and to implement the settings of logotherapy/logopedagogy because it focuses on discovering (always) the meaning of life and is a factor in prevention and treatment of mental health disorders, focuses on the development of emotional intelligence, critical thinking, development of a positive attitude towards life, empowerment to deal with challenges. Expert associates show a relatively high willingness to implement logotherapy/logopedagogy settings in the educational process. The obtained results can be guidelines for educational policy makers and schools on considering the possibility of educating educational workers about the settings of logotherapy and designing and implementing (national) preventive programs of logopedagogy aimed at developing the spiritual resources of the individual and the community. The paper proposes a new educational paradigm of a dynamic orientation towards meaning, by improving the concept of man who sees his essence in the spiritual dimension. This is a hitherto unexplored area of examination of the significance of logotherapy for educational theory and practice in the Republic of Croatia.