This study provides a quantitative assessment of civic literacy among 22 high school students aged 16 to 18 years in Cabog Integrated School, Dingalan, Aurora, Philippines. Using a structured survey, the research explores four key dimensions of civic literacy: the cognitive understanding of civic concepts, the behavioral engagement in civic activities, the use of technology for civic purposes, and specific awareness related to voting and participation. Grounded in Bandura’s Social Cognitive Theory (SCT), the study examined the reciprocal interaction between personal cognitive factors, behavioral engagement, and environmental influences in shaping civic literacy among the youth. The findings reveal a generally engaged and knowledgeable cohort, with 86.36% expressing strong confidence in their civic understanding, 100% having participated in democratic processes, and 95.45% reporting comfort with technology for civic engagement. Notably, 95.46% of respondents supported integrating civic education into formal curricula. However, the study also identified areas for improvement, including gaps in deeper democratic concept comprehension and the need for sustained civic dialogue among subsets of respondents. This paper presents detailed results across all four dimensions, discusses their implications within the Philippine educational context, and offers recommendations for integrating civic literacy education into the extension services of the BTLED/BSIE Department in the Municipality of Dingalan.