## 2 Literature Review
More education and training were needed to improve students' emergency cognition [24]. [PERSON] et al. explored the knowledge, attitudes, and behaviors of research lab personnel in Italy concerning chemical hazards in research activities. The results showed that individuals who frequently handled high-risk chemicals and conducted experiments had higher hazard cognition and had also received sufficient training in emergency response to accidents [25]. Assessing the severity of disaster threats can effectively reduce the impact of negative consequences of risks. [PERSON] and [PERSON] studied the trust and perceptions of college students regarding risk information dissemination. Lower trust in information sources can predict higher risk perception, while greater trust in information sources can lead to stronger response efficacy and improved emergency cognition in disaster situations [26]. Current emergency distance teaching can enable teachers to appropriately review and assess the students' state. [PERSON] and [PERSON] conducted a questionnaire survey on 60 college students and found that students exhibited a positive attitude toward emergency distance teaching. This teaching method can also enhance students' learning engagement in emergency cognition, behavior, and emotional participation [27]. Collecting information and data before and after a disaster can provide key insights into how individuals and organizations respond to emergencies [28]. Many scholars have conducted in-depth studies on individual factors influencing emergency cognitive ability. For example, research has focused on disaster attention, crisis perception, disaster knowledge acquisition and application, and safety awareness, revealing the specific impact mechanisms of these factors on cognitive ability. However, emergency cognitive ability in emergencies is influenced by multiple factors acting together, and analyzing a single factor may not fully reveal its complex influencing relationships. To address this, a growing number of studies have begun using systematic analysis methods, such as ISM, to construct hierarchical relationships among factors, identify key influencing factors, and understand their interactions. ISM is a systematic analysis tool that uses theoretical, conceptual, and computational frameworks to effectively construct directed graphs or network representations of complex relationships among elements [29]. ISM has unique advantages in analyzing the influencing factors of emergencies and revealing the hierarchical relationships between them, helping to integrate expert knowledge from a systems perspective for emergency management research. [PERSON] and [PERSON] used an ISM model to study the hierarchical structure of factors influencing risk perception of public health emergencies among the public in urban-rural fringe areas, categorizing 24 influencing factors into direct, indirect, and fundamental levels [30]. [PERSON] et al. used the multiple student death incidents at a university in Yunnan in 2015 as a case study, applying ISM to analyze the structural characteristics of effective influencing factors in the emergency response to university incidents. They also provided recommendations for improving emergency response procedures in colleges and universities [31]. [PERSON] et al. analyzed 11 influencing factors of the emergency industry from economic, social, and environmental perspectives and constructed an ISM model for the industry. The results indicated that investment in the emergency industry, input-output efficiency, and technological innovation are key factors directly impacting its development, while public safety awareness is a fundamental factor influencing the industry's growth [32]. While ISM can effectively reveal the hierarchical relationships between factors, it has limitations in identifying the driving and dependency aspects of factors.