This research addresses the gap in understanding the differing expectations of citizens and the government regarding traffic education and testing systems. The study uses Hungary as a case study, generalizable to other Eastern European countries with centralized, state-regulated systems. The complexity arises from the two stakeholders' differing goals and objectives. The HOQ method is uniquely suited to analyze these, revealing similarities, differences, and interrelationships. The research also considers the increasing importance of digitalization and e-government solutions in public services. The study examines the Hungarian system in comparison to those in the USA, Germany, and Australia, which differ in their centralized or decentralized approaches. The authors conducted a systematic literature review (SLR) of relevant articles (2000-2023) to identify existing research on the topic, focusing on the social science aspect of traffic education. The review classified articles into categories such as safety, educational development, and e-government solutions. The study then delves into the theoretical background of traffic rules, e-government, and the HOQ method before presenting the research approach and model, statistical data analysis, and finally, the HOQ analysis of both stakeholders' perspectives.

A systematic literature review (SLR) using the Scopus database was conducted, initially yielding 17,002 publications related to "Traffic and Rules." Filtering by "Education" narrowed the results to 408, then to 272 scientific journal articles, and finally to 96 social science articles. Further filtering based on publication date (2000-2023) resulted in 50 relevant articles. These articles were categorized into safety (38, including 27 on technological/driving technique tests and 6 on driving under the influence), educational development (13, including one each on gaming-type education and regulation, and 11 on general development opportunities), and other topics. Relevant studies covered various aspects, including driver knowledge of traffic laws, parental involvement in the licensing process, awareness of safe transport practices among public transport users, the results of driving education programs, modernization of driver education teacher capabilities, social factors affecting traffic rule compliance, and perceptions of road safety education and compliance among commercial drivers. The review highlighted the role of the government in developing traffic education and exams, including the use of digitalization, e-government, and service development solutions like the HOQ.

The methodology involved examining the effectiveness of the Hungarian traffic education and examination system using data from the Hungarian Central Statistical Office (KSH). Primary research included stakeholder analysis using focus groups and in-depth interviews. The primary research focused on identifying stakeholder objectives and goals, and analyzing the correlations between them. For the focus groups, three groups were formed: two homogeneous groups (one with government employees and one with citizens) and one mixed group. Data was collected from 7 to 11 participants in each focus group from February to April 2020. The analysis of focus group data formed the basis for determining the goals and objectives in the quality houses. In-depth interviews (9 citizens and 6 government employees) conducted from June to July 2020 were used to determine the correlation types between goals and objectives. KSH data was collected in January 2020. The study also used driver market analysis in Hungary examining age distribution of driving licence holders, educational attainment of the population, and the number of Generation Z members in relevant age groups. It analyzed the number of successful and unsuccessful driving exams between 2017 and 2020, focusing on age distribution and pass rates on first, second, and subsequent attempts. The study examined the consequences of inadequate knowledge and application of traffic rules. Multi-objective, time-series data on road accidents were analyzed to examine the connection between education, exams, and application of traffic rules. The HOQ model was used to analyze the expectations of the two stakeholders (citizens and government). The study used two separate HOQ models, one for citizens (Generation Z) and one for the authorities, identifying their respective expectations and discrepancies between the two groups. This involved analysis of legal frameworks, government decrees, and societal expectations of road safety. The HOQ models showed the relationships between goals and objectives using positive (+), negative (-), and neutral (0) correlations.

The study found that the number of driving license holders in Hungary is highest among the 40-50 and 60-70 age groups. The number of driving licenses is expected to decrease in the future due to a declining trend in Generation Z members. A higher percentage of participants (over 60%) in driving exams were under 30 years old. More than 70% passed the exam on their first attempt, 20% on their second, and 5% on their third. An increasing number of students used online education before taking the exam from 2017 to 2020. The HOQ analysis revealed that in the education system, there were more positive connections (76%) from the government's perspective than citizens (53%). However, citizens had more neutral connections (43%) than the government (24%). In the examination system, citizens showed a higher positive connection (65%) than the government (38%), indicating that citizens' goals were more clearly aligned with the objectives. The government was more neutral (37%) or even negative (25%). The results indicate that improving the exam itself is more important for citizens than for the government, while improving the education system is more important for citizens. The study's analysis of goals and objectives within the two HOQ models (for citizens and government) for both education and examination systems demonstrated a greater alignment of viewpoints for the examination system compared to the education system. Significant differences in opinions regarding service quality and satisfaction criteria were also evident.

The HOQ method proved useful for comparative analysis of stakeholder perspectives. The study's findings highlighted several key areas where the goals and objectives of citizens and the government were in conflict (zero or negative correlation), requiring further research. The study questions how to reconcile the interests and goals of both stakeholders while improving road safety. The significant development of self-driving cars further emphasizes the need for ongoing research in this area. The significant difference in stakeholder perspectives on the quality of education and examination services suggests the need for a more nuanced approach to service design and improvement. The findings emphasize the importance of considering both quantitative and qualitative data in future research to gain a more complete understanding of the complexities involved.

This study successfully applied the extended HOQ method to analyze the differing perspectives of citizens and the government on traffic education and testing. The findings reveal significant discrepancies in stakeholder viewpoints, especially regarding the education system, highlighting the need for a more integrated approach that considers both perspectives. Future research should employ quantitative methods and explore the potential impact of advancements in self-driving car technology on traffic education and regulations.

The study's reliance on qualitative methods (focus group interviews) for the HOQ model is a limitation. Future research could benefit from the integration of quantitative data, such as collecting data from exam candidates on education and examination quality to build a larger, more representative database. Further research could also investigate the existing legal framework and possible changes impacting the system.