<p>Using a combination of structural and artificial intelligence approaches, this paper investigates cybersecurity situational awareness in high school students. With the increasing use of digital platforms by students for various purposes such as learning, communication, and entertainment, their exposure to phishing, malware, identity theft, cyberbullying, and other types of online threats is on the rise. Still, there is not enough research that explains how cybersecurity situational awareness among school students is formed using both theory-based and predictive methods. Based on the Situational Awareness Theory, this study explored how perception, comprehension, projection, educational intervention, and environmental support contribute to Cybersecurity Outcome Competence (COC). Quantitative research methods were employed to execute this study using a structured survey instrument to collect data from high school students. The research methods involved a mix of descriptive statistics, structural modeling, predictive analytics, and explainability techniques. The results show that students have an moderate level of cybersecurity situational awareness. Environmental support, understanding, awareness, and educational intervention were identified as the main factors that explained cybersecurity outcomes, while self-related confidence was the least influential factor. In general, the study reveals that student cybersecurity competence is influenced not only by individual knowledge but also by educational practices and the broader social environment, thereby providing useful insights for evidence-based cybersecurity awareness initiatives and planning in ‍‌‍‍‌‍‌‍‍‌schools.</p>