abstract
This study evaluates a structured teaching program's impact on emergency preparedness knowledge among undergraduate students in Mehsana district. Using Imogene King's theory as a framework, the study aimed to assess current knowledge levels, measure program effectiveness, and explore demographic associations. Employing a pre-experimental design with pre-test and post-test assessments, findings indicated a significant increase in knowledge scores post-program. The study recommends larger-scale replication, different settings, and alternative teaching strategies like simulations or pamphlets for further research and improvement in disaster preparedness education.