The democratic social changes in the early 21st century opened up the possibility of the traditional religious communities in the Republic of Serbia, including in particular Serbian Orthodox Church (by the number of its members the largest religious community), for the achievement of its mission in the school system, as well as the impact on moral education and life of young people. Although few authors in our area dealt with religious education, the theoretical basis of this study could be

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... d on conceptions of morality by famous philosophers and psychologists who have studied the development of morality, as well as the pedagogical conceptions of encouraging the development of morality and methodological ways of studying morality and moral education in our country and in the world. Philosophers, educators and psychologists in their own way contributed to the introduction of moral development and ways of forming moral individuals, but not everyone had a unified position, nor have dealt with all the developmental stages that are important for moral guidance, and which, in part, corresponding to the research, but it has been changed through history. However, all this is still in a sense, only the part of influence of religious instruction, or the part that refers to the eschatological morality is in some way indirectly connected with it in the philosophical and psychological literature. The intention of this work is to determine the extent to which religious education affects the morality of young people, through testing connectivity among sets of religious and moral properties with indicators that shows the level of morality realization, that determine the level of morality of young people who attend religious education. As representatives of moral qualities were selected: 1 Integrity (complying with the principles, values and beliefs, telling the truth, commitment to what is right, fulfilling promises) 2. Responsibility (taking responsibility for personal choices, recognition of errors and omissions, acceptance of responsibility for service to others), 3. Sympathy (active concern for others) 4. Forgiveness (a willingness to forgive our mistakes, willingness to forgive others' mistakes). 9 Lord Jesus Christ present in the Church of the Holy Spirit, a relationship with Him through love, faith, prayer and concrete participation in sacred liturgy as the icon of the Kingdom of Heaven are seen as critical to the realization of the image of God, while Eternal life is the resurrection of the dead at the second coming of Christ and the realization of the lofty moral personality. Differences between sexes, ages and places of residence of the respondents, in terms of the development eschatological aspect of morality, mostly in favor of the elderly subjects, females from urban areas; -The contribution of religious education in moral formation of personality can be realized that the belief in God and a desire to educate the religious affiliation of respondents the main reason for attending religious education, also that the personality of religious education teacher is of great importance and his contribution depends on the knowledge of the content transmitted to the pupils and that the most important method of teaching religious education is through visiting temples of the Holy Spirit and participation in church worship, the interpretation of the meaning of church holidays and liturgical actions, while the least important are information and communication technology. Practical pedagogical implications of these findings is devoting special attention to human resource potential.