This study demonstrates how project-based learning (PBL) can effectively strengthen research capability, analytical thinking, and scientific communication within the MSc course. Instead of relying solely on traditional lectures, the course also included an authentic research project in which students investigated hot-air drying and computer vision-based non-destructive quality assessment of Biser dates. This real-world problem provided a meaningful context for applying theoretical knowledge in food engineering and digital analysis. Through a carefully guided PBL framework, students engaged in the complete research cycle. They designed experiments, conducted controlled drying trials, collected and interpreted data, applied thin-layer drying models, analyzed digital images for quality changes, and prepared a scientific manuscript. The iterative nature of the project encouraged continuous problem-solving, peer discussion, and critical evaluation of results. Students not only developed technical competence in non-destructive testing methods but also gained confidence in using data to support scientific conclusions. Sustainability concepts were embedded throughout the project, aligning with SDG 2 (Zero Hunger), SDG 9 (Industry, Innovation & Infrastructure), and SDG 12 (Responsible Consumption & Production). This helped students connect laboratory findings to broader postharvest and food security challenges. The experience fostered independence, research ownership, and publication readiness, ultimately leading to acceptance of the project's output in the Scopus-indexed journal Heat Transfer. The findings suggest that integrating PBL into research-intensive postgraduate courses creates impactful learning while producing meaningful scientific contribution