###### Abstract
Phishing attacks increase gradually every year and doubled in 2020 due to the COVID-19 pandemic, which forced many activities, such as conferences, workshops, and classes, to be conducted online [16]. Attackers exploit human curiosity and fear to manipulate victims [17]. End-users who have inadequate information and cybersecurity awareness find it difficult to distinguish between phishing and legitimate information, and as a result, they become substantial victims. The increasing trend of phishing attacks has resulted in various repercussions due to end-users' lack of knowledge and awareness. The damage from phishing attacks has cost the world USD 6 trillion in 2021, up from USD 3 trillion in 2015 [18]. One million children in developed countries have also been victims of ID theft which cost USD 2.6 billion. In developing countries, 71% of the users have also been victims and suffered the negative impacts of phishing. Moreover, 54% of Tanzanian teenagers have reported having received improper information at least once, and they usually forward this to people on their network. Several studies have exploited the use of games and different training materials to aid in cybersecurity and phishing awareness. For example, [19] designed a game to measure the digital literacy of children's online password behavior. In addition, [12] has conducted training for children aged 9-12 years to teach them how to combat phishing. However, without knowledge, the repercussions of these attacks on internet and mobile device users are still difficult to counteract. However, most of the research on phishing detection has focused on adults and university students, while teenagers remained an understudied population [5]. Furthermore, to our knowledge, no research addresses the differences in phishing knowledge and attitudes of teenagers based on social-economic and social culture, especially in developing countries. With the increase in the use of mobile devices, the internet, and social networks as the primary platforms for attackers to manipulate users, it is critical to investigate the cybersecurity and phishing expertise of teenagers, as well as contributing factors. This study aims to explore the access of teenagers to mobile phones, the internet, social networks, and email accounts. In addition, we examine the impact of socioeconomic status and social culture on awareness of phishing and cybersecurity among adolescents. Initially, we surveyed 121 teenagers with an average age of 17 years from international, government, and private schools to determine their knowledge about phishing and cybersecurity and the use of the internet, social networks, and mobile devices. We hypothesize that social economic and cultural differences reflect phishing and cybersecurity awareness among teenagers. Furthermore, we posit that urban adolescents have better knowledge of phishing than those in rural areas. Due to the disparities in their academic orientations, we believe that international school teenagers have a better comprehension of phishing than teenagers from government and non-international private schools. In Tanzania, international schools are considered to be of higher educational quality than other schools such as government and non-international private schools. Furthermore, their students are those with good socioeconomic status and have exposure to different lifestyles. Our contributions are as follows. 1. Assess the use of the internet, mobile devices, and email among adolescents in developing countries (the case of Tanzania). 2. Assess the level of cybersecurity and phishing knowledge and the differences between adolescents in social-economic and social culture. 3. Improve the knowledge of teenagers about phishing using a customized mobile game based on the results obtained and the relevance of the social culture of the participants. Notes, videos, and email bulletins have recently been adopted to teach cybersecurity and phishing; however, their impact on user engagement, knowledge retention, and habit transformation has been minimal [20].