This study examines the impact of Project-Based Learning (PBL) on the development of research competencies among postgraduate students at an Ecuadorian university. The research addresses the challenge of balancing theoretical knowledge acquisition with the development of practical research skills in graduate programmes in educational research. The study employs a Participatory Action Research (PAR) approach, actively involving the academic community in reflecting upon and improving the PBL model as a means to develop research competencies. To apply PBL, this study relied on two theoretical frameworks: the Activity-Centred Analysis and Design (ACAD) framework and the Community of Inquiry (CoI). The ACAD provided the theoretical framework for the appropriate design of learning situations. The CoI provided an analytical framework to examine how social, teaching, and cognitive presences interact within the PBL environment to support knowledge construction and research competency development.

The research context involves programmes adopting a PBL structure. The methodology includes four phases: analysing the competency framework, monitoring PBL through observation and diaries, evaluating competency development via interviews, focus groups, and portfolios, and improving the model through co-analysis sessions. Research questions investigate the extent to which PBL facilitates the development of research competencies, the challenges and opportunities students face in the learning process, and strategies to enhance effectiveness. The study aims to generate evidence-based insights into the impact of PBL on researcher training while providing practical recommendations for optimising pedagogical strategies in postgraduate studies.

Preliminary findings reveal tensions between the structured PBL framework and participants' research trajectories. While students acknowledge the acquisition of methodological skills, they report challenges in the current implementation model. Key issues include temporal misalignment between collaborative projects and individual thesis development, as well as problematic group dynamics arising from members' divergent academic backgrounds and interests. The study identifies that students value collaborative learning and peer interaction but struggle with the imposed nature of group formation and thematic convergence, expressing a preference for individual work on personally meaningful research topics while recognising the intellectual enrichment potential of peer exchange. Additionally, students report insufficient connection between activities and local educational contexts despite institutional emphasis on contextual relevance. Technological integration emerges as a consistently positive aspect, with participants appreciating access to various digital resources. However, organisational coordination and communication between faculty members present ongoing challenges affecting program coherence. These findings suggest that while PBL demonstrates potential for developing research competencies, successful implementation requires careful attention to students' perceptions of temporal sequencing, group composition criteria, and alignment between collective learning activities and individual research goals. The study contributes to understanding the complexities of implementing active learning methodologies and offering evidence-based recommendations for optimising PBL approaches in Latin America.

Keywords: PBL, ACAD, CoI, research competencies, graduate students.