This study examined Senior High School students’ perceptions of digital deception in Santiago City, focusing on their awareness, experiences, attitudes, and behaviors, as well as how these vary by age, sex, grade level, academic strand, and social media use. A descriptive research design was employed, with data gathered from selected respondents through a structured Likert scale questionnaire using simple random sampling. The results revealed that students demonstrated a high level of awareness and frequent experiences with digital deception, including exposure to fake news, manipulated media, and AI-generated content. They also exhibited positive attitudes and responsible behaviors, such as verifying information, checking sources, comparing multiple references, and reading full content before sharing. The findings further showed significant differences in awareness and experiences when grouped according to age, grade level, academic strand, and social media exposure. Attitudes significantly differed based on grade level, academic strand, and social media use, while behaviors significantly differed based on age and grade level. However, sex did not show any significant differences across all variables, indicating that male and female students have similar levels of perception and response toward digital deception. Overall, the study concludes that students’ understanding of and responses to digital deception are influenced more by developmental and academic factors than by gender. Despite high awareness, continued exposure to misleading information highlights the need to strengthen digital literacy education. The study recommends integrating media and information literacy programs across all grade levels to enhance critical thinking, fact-checking skills, and responsible online behavior, thereby equipping students to effectively navigate the challenges of the digital information environment.