<![CDATA[Understanding learner variability is fundamental to developing inclusive learning environments in higher education, particularly in Biology education where students encounter complex and abstract scientific concepts. However, empirical evidence describing students' learning needs and barriers in underrepresented contexts such as Papua remains limited. This study aimed to explore learner variability by identifying the learning needs and barriers experienced by undergraduate Biology Education students at Universitas Cenderawasih, Indonesia. A qualitative descriptive design was employed using a learning needs questionnaire, focus group discussions, and field observations. Data were analyzed through thematic analysis, while questionnaire responses were used to support and triangulate the qualitative findings. Four major themes emerged from the analysis: learner variability is shaped by diverse educational, sociocultural, and technological backgrounds; understanding abstract biological concepts requires multiple forms of representation; classroom participation is influenced by psychological and instructional factors; and students prefer flexible approaches for demonstrating learning. These findings indicate that learning barriers are closely associated with contextual and instructional factors rather than students' academic ability alone. The study highlights the importance of understanding learner variability prior to designing instructional interventions and emphasizes the need for flexible teaching, learning resources, and assessment practices that accommodate diverse learner characteristics. The findings provide empirical evidence to support more inclusive and equitable Biology education in higher education.]]>
