## 5 Discussion
### Results Analysis
As shown in Figure 3, MICMAC analysis classifies the factors into four types: linkage factors, independent factors, autonomous factors, and dependent factors. The linkage factors in the first quadrant (e.g., \(C_{3}\), \(C_{5}\), \(C_{6}\), \(C_{7}\), \(C_{8}\), and \(C_{9}\)) exhibit strong driving and dependence forces. These factors are primarily situated in the middle of the ISM model, where they are influenced by driving factors and also impact dependent factors, acting as essential connectors in the system. They transmit the influence of driving factors to dependent factors, playing a crucial role in enhancing students' knowledge levels and self-protection awareness. Through the intermediary role of these linkage factors, the influence of driving factors can be extended to a broader area of emergency cognition. The independent factors in the second quadrant (e.g., \(C_{10}\), \(C_{11}\), and \(C_{12}\)) have strong driving forces but low dependence. These factors have a significant positive impact on other system elements and operate relatively independently, unaffected by other factors. As root factors influencing college students' emergency cognitive ability, they provide fundamental risk awareness and a sense of responsibility, enhancing students' motivation and awareness in emergencies. These driving factors impact other elements directly or indirectly through intermediary effects. Prioritizing these factors in strategies to improve emergency cognitive ability would positively influence other system components. The third quadrant includes factors with weak driving forces and weak dependencies. Factors in this quadrant are typically irrelevant to the system. In this study, there are no factors belonging to this quadrant, indicating that the 12 factors considered in this research that influence college students' emergency cognitive ability are all interrelated. The dependent factors in the fourth quadrant (e.g., \(C_{1}\), \(C_{2}\), and \(C_{4}\)) have weak driving forces but high dependence on other factors. Positioned at the top level of the ISM model, they primarily rely on the support of driving and linkage factors. Improving the driving and linkage factors can indirectly enhance the effectiveness of these dependent factors, thereby strengthening students' rapid response capability in emergencies. Enhancing these dependent factors ultimately contributes to building a more comprehensive emergency cognition system. These factors interact at different levels to collectively influence college students' emergency cognitive ability. Driving factors provide foundational motivation, linkage factors transmit influence within the system, and dependent factors serve as the output of emergency cognitive ability, supported by other system elements. This hierarchical structure and the interrelationships indicate that enhancing college students' emergency  
Figure 6: Influence diagram of fundamental factors influencing college students’ emergency cognitive ability. cognitive ability requires starting with core driving factors and progressively strengthening each level to achieve comprehensive improvement within the system. In summary, this study used ISM-MICMAC analysis to identify key factors influencing college students' emergency cognitive ability and revealed the interactions among these factors. Direct and key factors, as surface and intermediate influences on cognitive ability, provide specific knowledge and skill support, while fundamental factors supply core motivation, forming the foundation for building emergency cognition. Through a multi-level system analysis, this study effectively addresses both research questions, illustrating each factor's role and interconnections in shaping college students' emergency cognitive ability.