## 5 Discussion
### Results Analysis
Through personal experience or learning from others' experiences, students can better understand the characteristics and consequences of disasters and emergencies. This can help them to respond more effectively to similar situations, improving their emergency cognition. The level of knowledge students possess directly affects their recognition of potential risks and their ability to take emergency measures [62]. Specific domain knowledge can help students better understand the risks and needs in specific areas, making them more specialized. Understanding relevant laws and regulations can guide students to take legal action, ensuring their actions are compliant. Self-protection awareness means that students are more willing to take proactive measures to protect themselves, improve their safety, and be capable of helping others in emergencies. Their relationships are shown in Figure 5.  
Figure 5 illustrates the influence of key factors on college students' emergency cognitive ability. In this diagram, learning from disaster history (\(C_{3}\)), mastery of basic safety knowledge (\(C_{5}\)), and expertise in specific safety fields (\(C_{6}\)) provide students with knowledge support and practical experience, enhancing their ability to respond to disasters by strengthening their mastery of emergency measures and skills (\(C_{8}\)). Awareness of relevant laws and regulations (\(C_{7}\)) helps students to maintain compliance in emergency situations. Ultimately, the improvement of emergency skills directly strengthens students' self-protection awareness (\(C_{9}\)), thereby enhancing their emergency cognitive ability in critical incidents. This figure visually represents the interactions among key factors, highlighting the synergistic role of knowledge, skills, and legal compliance in enhancing emergency cognition. Risk awareness (\(C_{10}\)), crisis perception (\(C_{11}\)), and a sense of responsibility (\(C_{12}\)) are in the bottom layer of the ISM model, belonging to the fundamental factor layer. These factors influence the emergency cognitive ability of college students at the fundamental level because they involve deeper thinking, perception, and a sense of responsibility [63]. They provide crucial qualities for dealing with emergencies and risks, forming a solid foundation for college students' emergency cognitive ability. These factors can influence students' risk perception, crisis recognition, and their sense of responsibility toward society and others. This means that they play a crucial role in encouraging college students to actively engage in the development of their emergency cognitive ability. These factors motivate individuals to actively seek information about potential risks and crises, be more proactive in problem detection, and take appropriate actions. At the same time, they can help students to quickly identify emergencies, enhance their willingness to participate in emergency actions, and take steps to protect themselves and others. Their relationships are shown in Figure 6.  
Figure 5: Influence diagram of key factors influencing college students’ emergency cognitive ability. In Figure 6, risk awareness (\(C_{10}\)) and crisis perception (\(C_{11}\)) work together to strengthen students' sense of responsibility (\(C_{12}\)). Risk awareness helps students to identify potential crises, while crisis perception enables them to understand and respond to crisis situations. On this foundation, responsibility drives students to take action to protect themselves and others. This diagram illustrates how fundamental factors interact to provide essential support for college students' emergency cognitive ability, building their foundational emergency awareness and proactive response capability. The second aim of this study was to establish the relationship between the factors influencing college students' emergency cognitive ability and their driving forces and dependencies through MICMAC analysis.