###### Abstract
Behind these emergencies lies an urgent need to cultivate and enhance college students' emergency cognitive ability, which has become an important issue to address. With the frequent occurrence of emergencies in colleges and universities, strengthening students' emergency cognitive ability has become one of the core objectives of emergency education in these institutions. However, the current emergency education in colleges and universities generally has issues such as an incomplete system, superficial content, and insufficient training, which fail to genuinely improve students' emergency cognitive level [5]. Research has found that college students often exhibit a lack of risk awareness, self-rescue knowledge, and essential emergency skills when facing emergencies [6]. These deficiencies are not only related to the design of educational content but are also closely tied to the development of cognitive ability under the influence of multiple factors, such as psychological traits, family background, and school educational resources. Frequent emergencies have a significant impact on college students. Whether natural disasters, social incidents, or political conflicts, these events pose significant challenges to college students' lives and studies [7]. The emergency cognition of college students in the face of emergencies has become particularly important, making it essential to seriously consider how to enhance their emergency cognitive ability. The cultivation and formation of emergency cognitive ability among college students are influenced by various factors. For example, physiological factors (sensory organs, nervous system, etc.) [8; 9], psychological factors (personality, emotions, etc.) [10], school emergency education, family safety education [11; 12], etc. The relationships between these factors are complex and diverse, intertwining to form a multi-layered structure. Therefore, analyzing a single factor alone is insufficient to reveal the full picture of emergency cognitive ability. A systematic approach is needed to clarify the hierarchical relationships and interactions among these factors, enabling it to serve as a tool for measuring college students' emergency cognition. In light of this, conducting an in-depth study of the key factors influencing college students' emergency cognitive ability and systematically analyzing their interrelationships hold significant theoretical and practical value. Clarifying the hierarchical structure and mechanisms of these factors is essential for providing a scientific basis for designing more effective and systematic emergency education programs in colleges and universities, thereby genuinely enhancing students' emergency response capability. This study primarily addresses the following two questions:  
Question 1: What is the hierarchical structure of factors influencing college students' emergency cognitive ability? Question 2: How do these influencing factors interact with each other to affect college students' emergency cognitive ability? Therefore, this study introduces a combined approach of interpretive structural modeling (ISM) and the matrix of cross-impact multiplications applied to classification (MICMAC) method to identify and analyze the main factors influencing college students' emergency cognitive ability and their interrelationships, thereby constructing a systematic analytical framework. This study will commence with an extensive literature review, gather data through on-site interviews and accident statistics, and employ grounded theory analysis to identify and select key indicators. Subsequently, data and expert opinions related to these indicators will be collected through survey methods. Afterward, the ISM method will be employed to determine the interdependencies among the selected variables. Finally, the MICMAC method will be used to categorize the variables based on their driving force and dependency.