The primary objective of this study is to elucidate the complex interrelationships among transnational educational policies, cross-cultural adaptability, and institutional support. Utilizing a qualitative methodology through semi-structured interviews, the research aims to examine the impact of these policies on the cross-cultural adaptability of Northern Chinese students, as well as the nature of support provided by Thai higher education institutions. This study endeavours to uncover the mediating roles of cultural competence training and social support in shaping students' experiences, thereby offering a nuanced understanding of the practical implications of these policies within a non-Western academic context. This qualitative study involved conducting 17 semi-structured interviews with Northern Chinese students enrolled in Thai higher education institutions. Interviews continued until data saturation was reached, ensuring a thorough examination of the participants' narratives. Through a three-step thematic analysis, the research investigated the relationships among transnational educational policies, cross-cultural adaptability, and institutional support, with a particular focus on the mediating effects of cultural competence training and social support. The findings of this study elucidate the significant influence of transnational educational policies on the cross-cultural adaptability of Northern Chinese students. The research reveals the intricate relationships between these policies, cultural competence training, social support, and the provision of institutional support. By examining participants' narratives, the study offers empirical insights into how policies manifest as tangible outcomes, affecting students' ability to navigate and adapt to a new cultural and academic environment. This research enhances the existing body of knowledge by providing context-specific insights into the experiences of Northern Chinese students in Thai higher education. It addresses gaps in previous research by examining the practical outcomes of transnational educational policies and highlighting the mediating roles of cultural competence training and social support. The significance of this study lies in its potential to inform policymakers, educators, and institutions on creating more inclusive and supportive environments for international students. By emphasizing the unique perspectives of Northern Chinese students, the research enriches the literature on transnational higher education, cultural competence, and student support, thereby paving the way for future studies in diverse cultural and educational contexts.