Advanced Driver Assistance Systems in the Driver Training System in Hungary

Ötvös, Viktoria; Szigeti, Szilárd; Barna, Éva; Török, Árpád · 2025 · Crossref

DOI: 10.3311/pptr.40181

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Summary

This paper addresses the critical need to adapt driver training and testing procedures in Hungary to accommodate the increasing prevalence of Advanced Driver Assistance Systems (ADAS). While ADAS technologies, such as automatic emergency braking and lane-keeping assist, have demonstrated significant potential to reduce road accidents, they also introduce risks related to driver over-reliance, distraction, and insufficient understanding of system limitations. The authors argue that managing lower levels of automation (SAE Levels 1 and 2) requires new supervisory skills, necessitating a review of current educational frameworks to ensure drivers can safely interact with these technologies. The study combines a literature review of international safety data with an empirical survey of Hungarian driving instructors. The literature review synthesizes findings from the United States, Europe, and Australia, highlighting that systems like Forward Collision Warning and Automatic Emergency Braking can reduce rear-end collisions by up to 49% and pedestrian injury rates by nearly 30%. However, the core empirical component involves an online questionnaire administered to 509 on-road driving instructors in Hungary between September and November 2022. The survey assessed the availability of ADAS in training vehicles, the extent to which instructors teach these systems, and their perceptions of the necessity for such training. The survey results revealed that while training vehicles are becoming newer, with approximately 40% being less than six years old, the integration of ADAS into curricula remains inconsistent. Although nearly all training cars were equipped with Anti-lock Braking Systems (ABS) and about 60% had reversing assistance, more complex systems like adaptive cruise control and lane-keeping assist were present in only 20–27% of vehicles. Crucially, only 50.2% of instructors reported covering ADAS in their training. Among those who did not, 69.4% cited the lack of equipped vehicles as the primary barrier, while others noted time constraints or the absence of ADAS requirements in driving tests. Conversely, 79.1% of respondents agreed that using available ADAS during driving tests is important for preparing learners for real-world conditions. Furthermore, 56.7% of instructors expressed a desire for more information on how to teach these systems effectively. The paper concludes by detailing regulatory changes implemented in Hungary from October 2024, which mandate the inclusion of ADAS in driver training and testing. These updates allow learners to keep certain electronic assistance systems active during tests, provided they do not directly intervene in continuous complex maneuvers. The authors emphasize that this shift requires updated e-learning curricula and specialized training for instructors and examiners. The study underscores that as EU regulations make ADAS mandatory in new vehicles, aligning driver education with technological advancements is essential to mitigate risks associated with human-machine interaction and to maximize the safety benefits of automated features.

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Topics

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• adas effectiveness
• situational awareness
• automation surprise
• in vehicle coaching

Information type

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