BME PhD Researcher Presented AI-Based Autonomous Drifting Research at the Summer Drift Festival

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The latest advances in vehicle control are attracting increasing attention not only in research laboratories and proving grounds but also in the world of motorsport. This was clearly demonstrated by the participation of the Department of Automotive Technologies at the Budapest University of Technology and Economics (BME) in the 2026 Summer Drift Festival, where the department’s joint research with HUN-REN SZTAKI was introduced to the professional drifting community.

On 11 July 2026, Szilárd Hunor Tóth, a PhD researcher at the BME Department of Automotive Technologies and Research Assistant at the Intelligent Processes Research Group of HUN-REN SZTAKI, delivered a presentation during the professional workshop of the Summer Drift Festival held at RabócsiRing in Máriapócs. Organized by HUNAKAMO as part of the international Drift Kings Championship, the workshop was primarily intended for professional drivers, mechanics, team members, and other experts involved in competitive drifting.

The presentation showcased the latest achievements of the joint AI-based autonomous drifting research conducted by the BME Department of Automotive Technologies and HUN-REN SZTAKI. The project focuses on developing intelligent vehicle control solutions capable of maintaining stable and precise control of a vehicle operating at the limits of tire adhesion under highly dynamic conditions. Building upon the team’s internationally patented model-based control approach, the research has now been extended with reinforcement learning-based artificial intelligence methods, enabling increasingly capable autonomous drifting performance.

One of the project’s most significant milestones is that the AI-based control system has been successfully demonstrated not only in simulation but also on a real vehicle, confirming the practical feasibility of the proposed approach. The research is carried out within the framework of the National Laboratory for Autonomous Systems, under the leadership of Dr. Zsolt Szalay, Head of the Department of Automotive Technologies at BME.

The workshop provided a unique opportunity for professional drifters, mechanics, engineers, and team members to gain first-hand insight into the objectives and achievements of the research. Many participants were particularly interested in how motorsport expertise and state-of-the-art artificial intelligence techniques can be combined to advance the development of future autonomous vehicles. According to the feedback received, many attendees were surprised to learn that such advanced research on autonomous drifting is already being conducted in Hungary under the leadership of BME.

The event highlighted how the BME Department of Automotive Technologies, together with HUN-REN SZTAKI, is successfully connecting cutting-edge academic research with the practical world of motorsport. These collaborations create valuable opportunities to validate research results in real-world environments while allowing experiences from competitive drifting to inspire the next generation of autonomous vehicle technologies.

The research team plans to continue these professional outreach activities at future rounds of the Drift Kings Championship, with the next presentation expected to take place at the Trackwood #15 Drift Festival on 29 August 2026.

Beyond the Final Examination – What Do Industry Experts Look For?

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An MSc final examination is not only an opportunity for students to demonstrate their knowledge. For the industry representatives serving on the examination committee, it is also a valuable opportunity to gain first-hand insight into the preparedness of the next generation of engineers. We spoke with János Dániel Füzesi from Robert Bosch Ltd. and Zoltán Somogyi from AVL Hungary about their impressions of this year’s examinations, the qualities they look for in early-career engineers, and how they assess the students of the Department of Automotive Technologies at BME.

According to both industry representatives, a final examination reveals far more than a student’s ability to deliver a polished presentation.

For János Dániel Füzesi, the most important aspect is the candidate’s way of thinking.

“A well-structured thesis clearly demonstrates how the candidate approached the problem, how systematically they worked through it, how they arrived at their solution, and whether they maintained an engineering mindset throughout the entire process. That tells us much more about their real capabilities than presentation skills alone.”

He also pointed out that confidence by itself is not enough.

“Some people are naturally excellent presenters, while others are quieter and more reserved. What defines a good engineer is not personality, but the ability to stand behind their own work with credibility and solid technical substance.”

Zoltán Somogyi highlighted another equally important aspect.

“Engineers are often naturally introverted. Nevertheless, today it is essential that they can communicate and defend their own results. Modern automotive development is fundamentally teamwork, so communication is no longer an ‘extra skill’—it has become an integral part of engineering.”

He also emphasized the importance of systems thinking.

“We wanted to see whether students could step beyond the details of their thesis and place their work into a broader engineering context. That is why many of our questions went beyond the specific technical results.”

Positive surprises

Both experts agreed that the students exceeded their expectations in several respects.

For Zoltán Somogyi, the quality of the presentations was particularly impressive.

“When I graduated, presentation skills received far less attention than they do today. This time we saw presentations with clear structure, well-designed slides and effective visual communication. AI tools are probably helping students prepare more professional presentations as well.”

For János Dániel Füzesi, one of the most inspiring aspects was the diversity of perspectives brought by the international students.

“It was fascinating to see how students from different countries approached different challenges. One thesis, for example, explored the second-life use of electric vehicle batteries in residential energy storage systems. These different perspectives always enrich engineering thinking.”

What does industry look for today?

When asked to identify the single most important quality in a young engineer, both experts gave remarkably similar answers.

For Zoltán Somogyi, it is systems-level analytical thinking.

“Today, AI can provide enormous amounts of information within seconds. What distinguishes a good engineer is the ability to understand relationships, think systematically and approach problems in a structured way.”

János Dániel Füzesi focused more on personal qualities.

“Curiosity and the desire for continuous learning are probably the most valuable characteristics. It is equally important to have the humility to recognize that earning a degree is not the end of learning—it is the beginning of a new stage of professional development.”

Being an engineer in the age of AI

Naturally, the conversation also turned to artificial intelligence.

Both experts agreed that AI will fundamentally reshape engineering work, making it increasingly difficult to predict which tasks will remain exclusively human in the long term.

However, they were equally convinced that identifying the right problems, asking the right questions, and defining development goals will continue to be core engineering responsibilities.

“AI can become an excellent professional assistant, but engineers must still decide which problems are worth solving and what constitutes a successful solution,” said Zoltán Somogyi.

Why does industry participation matter?

Towards the end of the discussion, we also asked why it is important for industry representatives to participate in final examination committees.

According to János Dániel Füzesi, their presence sends an important message in itself.

“Having industry representatives on the examination committee demonstrates that the final examination extends beyond the university. It not only adds further recognition to students’ achievements but also creates an opportunity for mutual learning between academia and industry, strengthening the partnership between them.”

Zoltán Somogyi added that these examinations also provide valuable feedback for industry.

From this year’s experience, he found it particularly encouraging that the thesis topics addressed challenges currently faced by the automotive sector, while students demonstrated increasing confidence in using simulation environments, programming tools and advanced engineering software.

By the end of the examination day, it was not only the students who received valuable feedback on their performance. The industry representatives also left with a clear impression that the Department of Automotive Technologies at BME is educating engineers who are working on relevant, up-to-date topics, are capable of systems-level thinking, and are becoming increasingly confident in presenting and defending their own engineering work.

Where Does an Engineering Career Begin? – Dr. Zsolt Szalay Inspires a New Generation at BME Children’s University

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An engineering career may not begin at university—it may begin years earlier, sparked by a fascinating lecture, an unexpected question, or an inspiring encounter with technology. For many children attending this year’s BME Children’s University, that first spark may have been ignited during a lecture on the future of autonomous vehicles.

The 2026 BME Children’s University once again welcomed hundreds of curious children aged 8–14 to the Budapest University of Technology and Economics. Designed to provide a genuine university experience, the five-day programme combines large lectures with hands-on activities, allowing participants to explore the world of engineering and science in an engaging and inspiring environment.

The Department of Automotive Technologies contributed to this year’s programme through a lecture delivered by Dr. Zsolt Szalay, Head of the Department and leader of BME Automated Drive. His presentation took the audience on a journey through the evolution of self-driving vehicles, explaining how autonomous technologies have developed and what challenges and opportunities lie ahead.

The lecture attracted considerable interest, with the young audience following the presentation with remarkable attention. Discussions on artificial intelligence, future mobility, and autonomous driving clearly captured their imagination.

The conversation did not end when the lecture was over. Many children gathered around Dr. Szalay afterwards to continue asking questions, eager to learn more about autonomous vehicles and the technologies shaping the future of transportation. Their curiosity and surprisingly well-informed questions once again demonstrated how naturally younger generations engage with emerging technologies.

“The Children’s University is one of the highlights of my year. It is always inspiring to meet young people who are genuinely curious, eager to ask questions, and excited about discovering how technology works. These conversations remind us why it is so important to introduce science and engineering at an early age,” said Dr. Zsolt Szalay.

Dr. Szalay has been a regular speaker at the BME Children’s University since the programme was launched. Over the years, he has introduced hundreds of children to the exciting world of future mobility and automotive engineering.

It would be fascinating to know how many of today’s BME students first encountered automotive engineering through a Children’s University lecture years ago. Perhaps some of this year’s enthusiastic participants will one day return to the Department of Automotive Technologies—not as visitors, but as university students ready to help shape the future of mobility.

If this year’s lecture inspired even a handful of children to imagine themselves as future engineers, then it has already achieved one of the programme’s most meaningful goals.

“From Two Countries Toward a Shared Goal” – Snapshots from the Final Master’s Examination at the Department of Automotive Technologies

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The final examination is always a special day. Months – sometimes years – of work are condensed into a few minutes, when students are expected to demonstrate not only their knowledge, but also their professional thinking and independent problem-solving skills. After the examinations, and before the results were announced, we spoke with two graduating students about how they experienced this day, what the Department of Automotive Technologies at BME meant to them, and what kind of engineers they aspire to become.

For Ahmed Waleed Mohamed Kamel Mohamed, the first moments of the examination were primarily defined by tension. Although he knew he would be presenting his own work, stepping in front of the examination committee still represented a serious challenge.

“It was stressful to enter the room, but I knew I had to trust my own work. I had prepared my thesis from A to Z, and that gave me confidence.”

One question, in particular, remained memorable for him: when he was asked whether the work was truly his own. Although it briefly unsettled him, he later felt that it gave him an opportunity to demonstrate his preparedness.

“For a moment the question stopped me, but in the end I was glad it came up. It felt good to show that I had indeed done this work myself.”

Arbër Kopani arrived at the examination in a somewhat calmer state of mind. Having already obtained a bachelor’s degree in Hungary, the examination situation itself was not unfamiliar to him.

“Of course I was a bit nervous, but I roughly knew what to expect. When the theoretical part was over, I felt for the first time that everything would be fine. We had been working on the thesis for months, so we know it best.”

The two students arrived in Budapest from different countries: Ahmed from Egypt and Arbër from Albania. Both feel that BME provided them not only with professional knowledge, but also with significant personal development.

Ahmed had previously completed his bachelor’s studies in Ukraine, which gave him a direct basis for comparison.

“The biggest difference for me was that here we received much more confidence. The continuous presentations and the opportunity to present our own work significantly improved my confidence. Today I can stand in front of people and present what I have done much more comfortably.”

He also emphasized the strongly practice-oriented approach of the department.

“It was very inspiring to see that we are not only learning theory here. We worked with real vehicles, in laboratories, and through experiments. When you can test a development in a real environment, that is when knowledge becomes truly tangible.”

For the student arriving from Egypt, one of the most important outcomes of studying abroad was not even professional.

“Studying with people from different cultures made me realize that we actually have much more in common than differences. We speak different languages and have different traditions, but we experience the same feelings.”

For Arbër, the most memorable aspects were rather the key academic decision points. Choosing a specialization and defining the thesis topic, in his view, largely determines one’s future professional direction.

“The thesis topic is essentially about what you want to work on in the coming years. It is one of the most important decisions in the whole program.”

He also highlighted the importance of courses that included exposure to industrial environments.

“When we visit companies and see how a development team or an organization works, it becomes much easier to imagine what it will be like to work as an engineer.”

Both students feel that their university years contributed not only to their technical knowledge.

For Ahmed, the most significant change was in his presentation skills.

“I could not present like this before. At BME we had many opportunities to present our work, and this brought enormous improvement.”

Arbër emphasized teamwork and leadership skills.

“During group assignments we often had to take on leadership roles. We learned to work more independently, collaborate, and take responsibility. These are skills we will definitely use in our future jobs.”

When asked whether they currently feel more like students or engineers, their answers differed notably.

Ahmed stated firmly:

“I feel like an engineer. But I will only call myself a real engineer when I create something that brings real value to society.”

Arbër, in contrast, still considers this a transitional phase:

“At the moment I still feel more like a student. I think I will truly feel like an engineer when I start working, gain experience, and take responsibility for a team.”

Their visions for the future are nevertheless similarly focused. Ahmed aims to work with embedded systems and research and development, preferably in Hungary. Arbër, in the longer term, aims to lead a development team.

When asked what advice they would give to younger students, both shared concise but meaningful messages.

Ahmed’s advice is simple:

“Do your best, believe in yourself, and you will succeed.”

Arbër encourages future students to choose a specialization aligned with the most recent trends in the automotive industry – including automation, electric vehicles, and autonomous systems.

At the time of the interview, the results of the final examination were still unknown. Ahmed and Arbër had already completed their own examination parts and spoke during the quiet waiting period about how they experienced the day. Their answers revealed two distinct self-perceptions: one of them already sees himself as an engineer, while the other considers this role as a next stage still ahead. What they shared, however, was the atmosphere of the day – the sense that behind a completed examination, an open professional journey was just beginning for both of them.