Driver training challenges, barriers and needs arising from ADAS development

Rodak, Aleksandra; Pełka, Małgorzata · 2023 · OpenAlex-citations

DOI: 10.5604/01.3001.0053.7074

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Summary

This paper addresses the critical gap between the rapid development of Advanced Driver Assistance Systems (ADAS) and the current state of driver training and licensing regulations. The authors argue that while vehicle technology is advancing, sociological changes and educational frameworks have not kept pace, leaving drivers without the necessary practical skills to operate automation features safely. The study is motivated by the need to reduce human error, which accounts for approximately 95% of road accidents, and to ensure that drivers possess adequate awareness of system limitations to prevent over-reliance or distrust. The research employs a mixed-methods approach, combining a comprehensive literature review of European regulations and scientific studies with primary data from surveys conducted under the Trustonomy project. The authors analyzed legal frameworks regarding the use of ADAS during driving license examinations across various European countries, including the UK, Poland, Germany, Finland, and Switzerland. Additionally, they surveyed 83 private drivers and 91 car fleet managers in Poland to assess attitudes, knowledge levels, and training experiences regarding automation features. The findings reveal significant inconsistencies in regulatory approaches across Europe. While some countries, like Germany, allow the use of certain support systems during exams, others prohibit them or lack clear guidelines, leading to fragmented training standards. The survey results highlight a severe knowledge deficit among drivers: although 80% of drivers and 96% of fleet managers acknowledge the safety benefits of ADAS, only 7% of drivers have received formal training. Alarmingly, more than 50% of drivers admitted to learning how to use these systems through trial and error, often by making mistakes while driving. This lack of structured education leads to dangerous situations, such as unexpected braking or failure to recognize system limitations during overtaking. Furthermore, the study notes that vehicle manuals are often too complex and lengthy to serve as effective learning tools. The paper concludes that there is an urgent need to update driver training curricula to include comprehensive instruction on ADAS functionality, operational limits, and failure modes. The authors emphasize that training must be tailored to specific vehicle systems and should address both new drivers and existing license holders. They argue that integrating automation-related education into mandatory training and licensing processes is essential for building trust, ensuring safety, and facilitating the successful adoption of automated vehicles. The study calls for harmonized European standards to ensure that all drivers are adequately prepared for the transitional period toward higher levels of driving automation.

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• learner drivers

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• Applied Guidance: countermeasure evaluation
• Empirical Findings: observational prevalence
• Methodological Resource: tool software