Teaching learners about modern vehicle features and ADAS

Today’s learners often practise in cars that can brake by themselves, steer back into the lane and beep at anything nearby. Those features can make driving safer, but they can also give a learner the wrong idea about whose job it is to drive.

As an instructor, you need to know what these systems do, where they fall short, and how to teach learners to use them without leaning on them. Here’s a practical guide.

Skills first, technology second

The golden rule: teach learners to drive as if the technology isn’t there. A learner who relies on parking sensors may struggle in a car without them, and one who trusts blind spot monitoring may skip head checks. Whatever car they drive, they still need to show proper observation, control and decision-making.

Once the basics are solid, introduce each feature as a backup, not a replacement.

Driver assistance systems

Advanced driver assistance systems (ADAS) vary between makes and models, so learn the ones in your training car and ask learners about the car they practise in at home.

• Autonomous emergency braking (AEB): detects a likely collision ahead and warns the driver, and may brake automatically. It may not detect every hazard and can be affected by weather, dirt on sensors or unusual situations.
• Lane departure warning and lane keeping assist: alert the driver, or gently steer, when the car drifts out of its lane. They rely on visible lane markings and may not work on worn or unmarked roads.
• Blind spot monitoring: lights up or sounds when a vehicle is in the blind spot. It can miss fast-approaching vehicles, motorcycles or cyclists, so the head check stays.
• Adaptive cruise control: keeps a set speed and gap to the vehicle ahead. It’s designed mainly for open roads and may respond late to stopped vehicles or cars cutting in.
• Reversing cameras and parking sensors: help with low-speed manoeuvres, but don’t show everything, especially small children or low objects close to the car.

Teaching tips

• Show learners where each warning appears on the dashboard and what it sounds like, so an alert doesn’t startle them.
• Explain at least one limitation of each system. “It might not see a cyclist” sticks better than “it’s not perfect”.
• When a system activates during a lesson, pull over afterwards and ask why it happened. Often it points to a gap in following distance or lane position.
• For reverse parking and other manoeuvres, teach learners to look over their shoulder and use their mirrors, with the camera as an extra view.

Screens, navigation and phones

Large touchscreens, voice control and phone connection are now standard in many cars. They’re useful, but anything that takes eyes off the road or hands off the wheel is a distraction.

• Set up before moving. Destination, music, temperature and seat position should all be sorted before the car leaves the kerb.
• Know the phone rules. Rules for learners and provisional drivers are strict. In NSW, for example, learner, P1 and P2 drivers must not use a mobile phone at all while driving, even when stopped in traffic, including hands-free and for navigation. Check the rules in your state and teach them clearly.
• Use voice control sparingly. Even hands-free tasks take mental attention. Keep it to simple commands, and only where the learner’s licence allows it.
• Pull over to make changes. If something needs adjusting, find a safe place to stop.

Electric and hybrid vehicles

More learners now practise in electric or hybrid cars. They drive much like any automatic, but a few differences are worth teaching:

• Quiet at low speed. Pedestrians may not hear the car coming, so learners need to watch car parks and crossings closely.
• Instant response. Many electric cars accelerate strongly from a standstill. Teach smooth, progressive pressure on the accelerator.
• Regenerative braking. Lifting off the accelerator can slow the car more than a learner expects. Some cars offer one-pedal driving. Make sure learners still use the brake pedal deliberately and practise smooth stops.
• Different controls. Push-button start, gear selectors on the steering column or console, electronic parking brakes and auto hold all work differently from car to car. Spend time on them while parked.
• Range and charging. Explain how to read the range display and plan charging stops on longer trips.

A car familiarisation checklist for the first lesson

Whenever a learner switches cars, or before their first lesson in yours, run through this while parked:

1. Seat, steering wheel, head restraint and mirror adjustment.
2. Starting and switching off, gear selection and the parking brake.
3. Lights (including automatic settings), wipers, demisters and hazard lights.
4. Dashboard warning lights and what each ADAS alert looks and sounds like.
5. Which assistance features are on by default, and how to tell.
6. Which controls, such as the touchscreen, the learner shouldn’t touch while moving.

Keep learning yourself

Vehicle technology changes quickly. Read the owner’s manual for your training car, keep up with updates from your state regulator, and ask learners about the features in their family car so you can prepare them for it.

Frequently asked questions

Thinking about becoming a driving instructor? Book a free consultation to see whether it’s the right move for you, or see the TLI41225 course overview.