<![CDATA[The integration of emerging biomedical research into higher education offers opportunities to develop scientific reasoning, biotechnology literacy, and innovation-oriented competencies. This study explores the potential of Challenge-Based Learning (CBL) through breast-milk-derived bioactive peptides and cancer research as an authentic context for biotechnology education. A qualitative descriptive research design is employed, involving students from biotechnology, biology, biomedical science, or related higher education programs. Data are collected through students’ written reflections, group discussions, and proposed solutions developed during structured learning activities. The data are analyzed thematically to examine three dimensions: biotechnology literacy and understanding of scientific evidence, scientific reasoning and critical thinking, and biomedical innovation and responsible problem-solving. The study positions breast-milk-derived bioactive compounds as a context for examining molecular biology, evaluating experimental and clinical evidence, and understanding the translation of scientific discoveries into potential therapeutic applications. Rather than treating emerging biomedical research as established clinical practice, the learning framework emphasizes scientific accuracy, recognition of uncertainty, and ethical responsibility. This study is expected to contribute to biotechnology education by providing insights into the use of authentic biomedical challenges to support interdisciplinary learning and responsible innovation. The findings may inform the design of educational activities that connect scientific knowledge with contemporary biomedical research without requiring specialized laboratory facilities.]]>
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