At the March 26 educational event hosted by the Faculty of Transportation Engineering and Vehicle Engineering at the Budapest University of Technology and Economics (BME), researchers and lecturers welcomed high school teachers to showcase how science and practice intersect. The event was organized by BME’s Autonomous Systems National Laboratory. The teachers were given an insight into the world of self-driving vehicles and artificial intelligence through the lectures of Zsolt Szalay PhD, Head of the Department of Automotive Technologies, Tamás Bécsi PhD, Head of the Department of Transport and Vehicle Control, and Szilárd Aradi PhD, Associate Professor of the Department. At the end of the program, we spoke with participants about what impressed them, what ideas they would bring back to their schools, and how they could inspire students with cutting-edge technologies. The event provided not just knowledge but also experience—and the teachers’ words made it clear: the future of education has already begun.

 

“I saw two self-driving cars here—I had no idea!”

Vanessa Malmos, a high school teacher, on her biggest surprise:
“I thought self-driving cars were only a theoretical concept in Hungary. Then I found out that the university is testing two such vehicles for research! If I see potential in a student, I now know where to guide them: to Győr or, even better, here to BME. But it wasn’t just the cars that were fascinating—the technical details stuck with me. For example, how sensors communicate with each other at an intersection. I’ll use these examples in my lessons tomorrow to show that physics isn’t abstract—it’s right there on the street.”

Norbert Pollmann, who uses artificial intelligence in his daily work, added:
“It was fascinating to see how broad AI applications are and how we—and our machines—use them in everyday life. Self-driving technology and AI cover such a wide spectrum that every student can find something that interests them. I only had one request at the end: Make the next conference a full-day event! I could have listened to the experts for hours. Many of our students clearly belong here—this is where they could truly thrive. I want every kid to realize that knowledge isn’t hidden in books but right here in the real world.”

 

Ambassadors of Physics: “It’s Not Enough to Show a Ball Rolling Down a Slope”

Beáta Baracsi Kónyáné, a math and physics teacher, on the importance of practical examples:
“The lecture on self-driving cars was perfect for demonstrating that math and physics aren’t abstract theories. If we connect lessons to reality—like how a Tesla uses motion equations—students start understanding why they’re learning this. Now I know where technology stands, and I can pass that on. The trick is to present math not as numbers but as a tool that creates everyday wonders.”

Another physics teacher added:
“Today’s kids are interested in Teslas, money, and cars. The trick is not to scare them away with formulas but to show them that math and physics make these wonders possible. For example, when I explain how a self-driving car calculates braking distance, students suddenly understand why they learned motion equations.”

“LIDAR Scanners? I’d Never Heard of That!” – New Technologies, New Opportunities

Márta Szabó, a robotics club leader and math/digital culture teacher, was enthusiastic:
“This was the first time I heard the details of LIDAR technology. It’s incredible how precise this device is at collecting data! I’ll share this knowledge with my students tomorrow. But it wasn’t just the tech that mattered. Listening to BME’s experts made it clear: robotics isn’t just programming—it’s vehicle dynamics and mechanics too. That’s what I want to show my students.”

Ottó Motesiczki, a high school teacher from Esztergom, on the practical approach:
“Students love technology, but university life can seem distant. Here, we saw labs, researchers, and real projects up close. Events like Researchers’ Night and this one make this world accessible. Now I won’t just list degree programs—I can show my students photos of prototypes developed at BME.”

“A Teacher Knowing More Is Never a Bad Thing” – Motivation for Everyday Teaching

Renáta László, a math teacher from Transylvania spending a sabbatical in Budapest:
“I came from Szilágy and am on unpaid leave for a year in Budapest. I’m interested in anything that can motivate students—especially the extra opportunities here compared to rural areas or Transylvania. That’s my most important benchmark. High schoolers get a peek into university life before deciding their future. That’s priceless. When I return to Transylvania, my lessons will be richer with the experiences from BME.”

Anikó Sauer, a math teacher, admitted with a laugh:
“I’m just a regular math teacher—but here, I learned how to connect equations with AI. I’ve already invited the lecturers to a career day! The students will love it. Now it’s much easier to show them that math isn’t abstract—it’s part of everyday life.”

“Don’t Just Teach Theory—Show the Practice!”

Csaba Dani, a physics teacher from Budapest, dreams of the future:
“Many of my students want to be vehicle engineers. Now I know why: here, I saw technology in motion. I’ll definitely recommend quiz competitions and TDK (Student Research Conference)—these connections fuel students’ ambitions. But the most important takeaway was tangible examples, like the software researchers showed us that simulates traffic in real time.”

Andrea Palágyi, a high school teacher, summarized:
“I’m open to new technologies and try to pass them on to my students. Today’s program helped me better understand the background of self-driving tech. It’s crucial for kids to experience such programs firsthand—my own daughter chose mechanical engineering after an open day.”

“We Felt a Gap—But Now We Return Inspired”

The closing words came from Márta Sóberné Kozma, a high school teacher:
“I felt like this ship had sailed without us—but today, I saw we still have a chance to connect with the future. When I go back, I’ll definitely highlight these opportunities for my students: international collaborations, industry partnerships, and the fact that knowledge isn’t just theory but practice. If we can show this, we can bring technology closer to them. I’m already thinking about how much I can bring to my school—but first, I need to organize this knowledge. Tomorrow, I’ll definitely teach differently.”

Final Thoughts: “This Was More Than Just Knowledge Transfer”

BME’s event was ultimately about bridging the gap between curriculum and the real world. The participating teachers unanimously emphasized that such hands-on experiences are essential to making science come alive for students.

“Thank you for showing us that teaching isn’t a theoretical monologue but a dialogue with the future,” said one participant. The feedback made it clear: for them, this day wasn’t just professional development—it was renewed inspiration. As one teacher put it: “Today, I learned that even the most abstract formulas become tangible when tied to real-world problems.”

And so, the story closes with a simple truth: “The greatest secret of good education is always taking one step closer to bringing students into the world—and today, we took that step together.”

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The event was supported by the Hungarian Government and the European Union in the framework of the National Laboratory for Autonomous Systems (RRF-2.3.1-21-2022-00002).

On March 14, the Budapest University of Technology and Economics (BME) and QTICS Automotive Zrt. signed a framework cooperation agreement in a formal ceremony, laying the foundation for future joint developments and research.

BME was represented at the event by Dr. János Levendovszky, Vice-Rector for Research and Innovation, Miklós Verseghi-Nagy, Chancellor, Dr. Zsolt Szalay, Head of Department, Dr. Árpád Török, Head of Research Group, and Dr. Zsombor Pethő, Research Fellow.

The cooperation aims to foster joint work in the field of automotive testing and certification, focusing on the following key areas:

• Vehicle certification and approval – developing new type approval and homologation procedures,
• System testing and validation – improving testing methods for vehicle systems,
• Safety and security risk analysis – examining issues related to automotive cybersecurity and functional safety,
• Addressing digitalization challenges – conducting risk assessments for automotive software development,
• Education and training – providing students with state-of-the-art testing methods and hands-on industrial experience.

Dr. Árpád Török, Head of the Safety Technology Research Group at BME’s Department of Automotive Technologies, commented on the collaboration:

“The partnership between BME and QTICS Automotive provides an exceptional opportunity to apply our research on automotive cybersecurity directly in practice. By integrating new testing procedures into industrial validation processes, the university can channel real-world experience and knowledge back into education, helping to prepare the next generation of professionals.”

Another significant agreement was also signed at the event: QTICS Automotive Zrt. and Anhui Pusi Standard Technology Co., a subsidiary of one of China’s leading automakers, entered into a Memorandum of Understanding. The goal of this agreement is to enable QTICS and Jáfi-AUTÓKUT Engineering Ltd. to jointly conduct the type approval of Chery Automobile vehicles in Hungary, in collaboration with the Transport Authority.

For BME’s Department of Automotive Technologies, this cooperation opens new perspectives in vehicle certification, safety testing, and cybersecurity research, further strengthening its scientific and industrial network.

The Department of Automotive Technologies at Budapest University of Technology and Economics (BME), in collaboration with researchers from the University of Szeged (SZTE) and experts from the Hungarian Research Network (HUN-REN), has published the results of their joint study in one of the world’s most prestigious scientific journals, Scientific Reports, published by Nature. The study, titled “Passenger physiology in self-driving vehicles during unexpected events“, comprehensively examines the physiological responses of passengers when faced with unforeseen situations—a crucial element for advancing the social acceptance of autonomous transportation.

Research Methodology and Key Findings

In this study, the researchers compared the reactions of passengers under unexpected events in both traditional, human-driven vehicles and self-driving vehicles. They conducted a series of measurements, including electroencephalography (EEG), eye-tracking, head movement analysis, and blinking frequency recordings under various driving conditions and unexpected road events.

Among the most significant findings was that passengers in self-driving mode exhibited lower affectivity values. This response is linked to a perceived lack of control over the vehicle’s movement. Additionally, multifractal analysis revealed that unexpected events—such as the sudden appearance of an obstacle—had a pronounced impact on both eye and head movement patterns in both driving modes, indicating an increased demand for visual information in critical situations.

An interesting observation was that, under normal driving conditions, passengers in the autonomous mode blinked less frequently, which may indicate heightened alertness due to the novelty of the technology. However, during unexpected events, the blinking frequency decreased further in both driving modes, suggesting a similar physiological response to perceived danger.

Multidisciplinary Collaboration Serving the Future of Transportation

This research, supported by the BME Department of Automotive Technologies, highlights the unique value of interdisciplinary cooperation by successfully bridging the gap between technical sciences and human-centered research areas. The collaboration brought together experts from different fields: from SZTE’s Cognitive and Neuropsychological Department, led by Dr. Zsolt Palatinus, and the SZTE Institute of Economics and Economic Development, headed by Miklós Lukovics and his team, to BME specialists including Dr. Zsolt Szalay—head of BME Automated Drive and the Department of Automotive Technologies—and former colleague and doctoral researcher Henrietta Lengyel. Their combined efforts enabled the integration of complex physiological measurements with advancements in automotive technology.

Dr. Zsolt Szalay, one of the authors of the publication, commented on the findings:

“For the widespread adoption of autonomous transportation, technological innovation alone is not sufficient. It is equally important to understand how people react to this new technology, especially during unexpected events. This research proves that the integration of technical and human sciences is indispensable for the successful development and social acceptance of future transportation systems.”

ZalaZONE: A Safe Environment for Pioneering Research

A key element in the success of this study was the safe research environment provided by the ZalaZONE test track. This facility enabled the creation of controlled yet realistic scenarios, ensuring that the experiments were reproducible and that the results were both reliable and scientifically valuable.

BME’s Commitment to Interdisciplinary Cooperation

The Department of Automotive Technologies at BME remains dedicated to fostering collaborations between universities, especially in the field of autonomous vehicles. The partnership with the University of Szeged is particularly special because it brings together completely different disciplines. Involving human-centered research areas in the study of autonomous vehicles deepens our understanding of the social and human aspects of technological development. Ultimately, the goal of technical and technological research is to serve humanity and society by enhancing the quality of life. The evolution of autonomous transportation not only requires technological innovation but also its social acceptance, and studies like this significantly contribute to that end.

The publication in Scientific Reports, published by Nature stands as a testament to the success of domestic research collaborations and reinforces Hungary’s position on the global map of autonomous vehicle technology development.

The Automotive Forensic Expert Postgraduate Program, organized by the Vehicle Technology Department’s Safety Technology Research Group at BME, is once again open for applications. Due to growing demand, the program—previously launched every four years with 15-person groups—will now be offered annually with smaller, five-person cohorts, ensuring continuous professional training and greater flexibility for applicants.

This four-semester, part-time program, taught entirely in Hungarian, provides in-depth knowledge in accident analysis, vehicle assessment, vehicle identification, and forensic processes, preparing engineers for expert roles in transportation safety and forensic engineering. Courses are held on Fridays, allowing participants to balance professional commitments with their studies.

The next cohort starts in September 2025, with applications open until July 4, 2025. More details, including admission requirements, are available here:

Dr. Attila Szmejkál, retired lecturer of the Department of Automotive Technologies, celebrates his 85th birthday. On this special occasion, the department’s faculty and staff extend their heartfelt congratulations and best wishes for good health.

Born in 1940, Attila Szmejkál earned his mechanical engineering degree from the University of Heavy Industry in Miskolc in 1963. He began his academic career as a teaching assistant and later as an assistant professor at the Department of Manufacturing Technology at the same university. He then spent nearly three decades at the Institute of Manufacturing Technology (GTI, later ITI) in various research and leadership positions. In 1999, he joined one of the predecessor institutions of the current Department of Automotive Technologies, where he taught until his retirement.

His professional interests focused on machining technologies and tools, as well as the automation of manufacturing and measurement processes. He was particularly engaged in the technological challenges of adaptive control systems, the development of technological databases, and research on minimum quantity lubrication and dry machining. As an educator, he lectured on Structural Materials and Manufacturing III and Micromachining.

Through his decades of teaching and research, Dr. Szmejkál contributed significantly to the advancement of engineering education and mechanical sciences. On behalf of the department, we sincerely thank him for his dedication and wish him continued good health!