The objective of this study was to examine the extent of cybersecurity knowledge among post-basic education students in Muscat and assess the efficacy of existing awareness campaigns and programs, both from the standpoint of program developers and the individuals who participate in and benefit from these initiatives. The study also highlighted the significant barriers and difficulties that influence such campaigns. Additionally, it proposed an innovative awareness program to educate post-basic education students about cybersecurity and empower them to navigate cyberspace securely. The thesis adopted a comprehensive multi-method approach to explore and address the three primary research inquiries. This approach seamlessly blends sequential and simultaneous design elements to provide a nuanced investigation. The methodology commences with a sequential quantitative-driven design [QUAN qual], followed by a qualitative-driven simultaneous design [QUAL + qual] and culminates with a second quantitative-driven sequential design [QUAL quan]. This meticulous combination of approaches ensures a robust and holistic examination of the research questions. The study employed three distinct methods for data analysis: descriptive statistics for quantitative insights, thematic analysis for qualitative understanding, and content analysis for deeper data exploration. By integrating these diverse analytical tools, the research aimed to offer a comprehensive and well-rounded perspective on the investigated phenomena, enriching the depth and breadth of the findings. The findings indicate that 51.1% of the participants lacked cybersecurity knowledge, 80.6% had never participated in a cybersecurity awareness program, and 74.2% had experienced cyber incidents. In addition, 76.3% of the participants are unaware of cybercrime reporting channels, and almost two-thirds (61.0%) suggested that the basics of cybersecurity should be part of the school curriculum. The interviewees concluded that cybersecurity initiatives are commonly led by various individuals and organizations lacking effective awareness strategies. Ultimately, the data was gathered, analyzed, and utilized the literature studies to develop a National Cybersecurity Awareness Program prototype named "Cyber Aware." The efficacy results of the "Cyber Aware" prototype indicate that the content program designed to promote awareness has a statistically significant effect on enhancing cybersecurity awareness among the participants, as indicated by the probability value of (0.05). The study underscores a critical imperative for establishing a clearly defined national initiative to elevate public awareness of cybersecurity. To address this need, a proactive suggestion is made for the Ministry of Education to incorporate fundamental cybersecurity principles into school curricula. Recognizing the time required for such curriculum integration, it is further proposed that the ministry initiates research projects aligned with the Oman National Framework for Future Skills. This strategic alignment would enhance students' proficiency in 21st-century skills and empower them with the knowledge and capabilities to navigate the digital realm securely. Future studies could also benefit from implementing cybersecurity drills to assess the actual level of cybersecurity knowledge among students in the school context. Furthermore, analyzes the responsibilities of the Ministry of Education in promoting cybersecurity awareness among school students to enhance their ability to counter cybersecurity threats and explore the cultural and social influences on students' online behaviors.