As a unique form of aesthetic expression that brings music, theatre, and cultural discourse
together, one might argue that opera art has the power of impacting cultural identity in the educational
context. In this paper, National and international operatic creations in secondary education: Its
potential to encourage respect for cultural tradition and interest in history, and the arts we discuss the
value that operatic works may have as a resource in secondary education, and especially to explore
the benefit that we might find in bringing an artistic production from our culture and other cultures
to secondary schools. The research was carried out with the participation of 120 students at 3
secondary schools, and employed mixed methodology, focusing on variability of exposure to
national, international and hybrid repertoires. Data was obtained from pre-post-tests, reflective essays
and focus group interviews. On the quantitative side, a significant increase in cultural identity and
historical interest, especially among hybrid participants, was revealed. Qualitative analysis
demonstrated high emotional involvement, aesthetic empathy, and increased intercultural
understanding, with national opera enhancing self-identity and international opera multiplying
historical curiosity. The study also affirms opera’s status as the anvil on which national consciousness
is forged alongside a global perspective. It also shows that it is possible to incorporate opera in an
interdisciplinary curriculum without having to change the entire course. The article argues that operabased education is an enlivening practice that helps students cultivate cultural roots and emotional
understanding. Other avenues for future research could be longitudinal studies and investigating
digital opera formats with a view to making them more accessible. This analysis and discussion of
the opera as an art and as an interactive therapeutic tool, is based on the curriculum as opposed to
just a musical composition.