University laboratories play an important role in education, scientific research, and the development of academic disciplines. Among these, chemical laboratories are indispensable, particularly in comprehensive colleges, universities, and science and technology colleges. A significant proportion of individuals engaged in experimental work in chemical laboratories are undergraduate students. However, owing to the lack of safety knowledge and poor safety attitudes, students often engage in nonstandard or unsafe practices, which can lead to accidents and injuries during chemical experiments. Therefore, this study investigates and analyzes the current state of knowledge, attitudes, and practices among undergraduate students regarding chemical laboratory safety, aiming to identify influencing factors and propose strategies for improvement.

Based on the knowledge–attitude–practice and man–machine–environment–management frameworks, this study developed a scale to assess undergraduate students’ knowledge, attitudes, and practices on chemical laboratory safety. A survey was conducted at a university in Jiangsu, with sufficient data collected through questionnaires. The survey results underwent descriptive statistics, univariate analysis, correlation analysis, and regression analysis, allowing the identification of factors influencing chemical laboratory safety and the proposal of targeted strategies for improvement.

The developed scale for chemical laboratory safety encompasses three dimensions: knowledge, attitude, and practice, and comprises 29 items. Reliability and validity tests demonstrate the robustness of the scale. Many students lack adequate knowledge regarding the handling of chemicals, operation of experimental equipment, and disposal of emergencies in chemical laboratories. Some students display poor safety awareness, unsafe psychological disposition, and insufficient attention to laboratory safety protocols. There is a noticeable non-compliance with established rules and regulations, as well as effective emergency response capabilities. The significant factors influencing students’ safety knowledge include their grade level, the frequency of experiments they participate in, and the extent of their safety education. The primary influencing factor of students’ safety attitude is their safety knowledge. Furthermore, students’ safety behaviors are influenced by their grade level, the quality of safety education, and their safety attitudes. To enhance chemical laboratory safety, the effectiveness of safety education should be improved, and tailored education content should be developed. Students should be trained to assume the primary responsibility for their safety during experiments. Cultivating a strong safety culture within chemical laboratories is essential, along with the creation of intrinsically safe laboratory environments.

Through the investigation and analysis of undergraduate students’ knowledge, attitudes, and practices regarding chemical laboratory safety, this study explored the current state, deficiencies, and influencing factors. Furthermore, some strategies for improving laboratory safety were put forth. In addition, this paper provides some useful references for the safety management of chemical laboratories in universities and colleges, and its findings may serve as a useful resource for other groups conducting similar investigations.