Exploring ADAS driver training in driving academies

Abstract

As Advanced Driver Assistance Systems (ADAS) become integrated into vehicles, driver education is important to support the safe and effective use of these technologies. However, structured ADAS educational programs for drivers have not been extensively studied. Moreover, the perspective of driving instructors, key stakeholders in the training process, has been overlooked. To address this gap, this study explores the perspectives of professional driving instructors who have delivered structured ADAS driver training at driving academies across four European countries. Through semi-structured interviews with fourteen instructors, this study examines the impact of the training, training design, implementation challenges, demographic considerations, and institutional roles. Instructors reported that ADAS driver training enhances driver confidence and promotes the appropriate use of the system, particularly by reducing overreliance on automation. They also emphasised the importance of a phased training model, combining theoretical instruction, controlled on-track practice, and on-road driving. In addition, Instructors highlighted the need for tailored approaches for older drivers and for introducing ADAS training after novice drivers have acquired basic driving skills. This study suggests the need for standardised ADAS training and cross-sector collaboration among leasing companies, car dealerships, and regulatory bodies to ensure broad accessibility and effective learning. The findings contribute to developing scalable, inclusive, and safety-oriented frameworks for driver education in emerging vehicle technologies.