Approaches to teaching young Learners to drive on-road often lack a strong, overarching theoretical framework. This paper proposes a transtheoretical model to guide instruction of higher-order skills – that are associated with reduced crash risk in young drivers – including established teaching techniques for effective instruction. Learnings from Self-Determination Theory (SDT) and the Goals for Driver Education framework (widely identified as best-practice but not effectively translated into practice) were integrated into the Higher Order Training supporting Competence, Autonomy, Relatedness (HOT-CAR) model. The model was empirically informed from naturalistic observation of professional in-vehicle lessons (n = 110) and a survey of young adolescent drivers (n = 1627). The HOT-CAR model is presented as a three-component framework that recognises learning to drive occurs within a broader system beyond the Learner and the instructor. The foundation of the model identifies the nature of the relationship between the Learner and the instructor that underlies the success of all other elements. The core of the model is the higher-order driving instruction approach including teaching strategies informed by SDT’s needs-supportive model. The context for the model incorporates some of the immediate considerations relevant to instruction; for example, the graduated driver licensing system, automated vehicle features, and peer influence. An example of the application of the model is provided to reflect the immediate practicality of the HOT-CAR model to driver training. This contributes to the limited road safety literature providing a practical solution to Learner driver training that has potential to reduce the crash risk of young novice drivers. Importantly, the model has potential to be applied and adapted to education and other training environments where higher-order skills are a safety–critical component.

教导年轻学习者在道路上行驶的方法通常缺乏强有力的总体理论框架。本文提出了一种跨理论模型来指导高阶技能的教学，这些技能与降低年轻驾驶员的撞车风险有关，包括有效的教学技巧。来自自决理论（SDT）和驾驶员教育目标框架（被广泛认为是最佳实践，但未有效地转化为实践）的学习被整合到支持能力，自主性，亲和力（HOT-CAR）模型中。该模型的经验是根据对专业车载课程（n  = 110）的自然观察和对年轻驾驶员的调查（n  = 1627）。HOT-CAR模型以三部分框架的形式呈现，该框架识别出学习驾驶的情况发生在除学习者和讲师之外的更广泛的系统中。该模型的基础确定了学习者与指导者之间关系的性质，这种关系是所有其他要素成功的基础。该模型的核心是高阶驾驶指导方法，其中包括由SDT的需求支持模型提供的教学策略。该上下文该模型结合了与教学相关的一些直接考虑因素；例如，分级驾驶执照系统，自动驾驶汽车功能和同伴影响力。提供了该模型的应用示例，以反映HOT-CAR模型对驾驶员培训的即时实用性。这导致有限的道路安全文献为学习者驾驶员提供了切实可行的解决方案，从而有可能降低年轻新手的撞车风险。重要的是，该模型有潜力被应用并适应于高技能是安全至关紧要的组成部分的教育和其他培训环境。