The principal aim of this study is to explore the complex interrelationships between transnational educational policies, cross-cultural adaptability, and institutional support. Using a qualitative methodology, the research employs semi-structured interviews to examine how policies influence the cross-cultural adaptability of Northern Chinese students and the nature of the support offered by Thai higher education institutions. The study seeks to highlight the mediating roles of cultural competence training and social support in shaping students' experiences, thereby providing a detailed understanding of the practical implications of policies in a non-Western academic context. This qualitative investigation involved 17 semi-structured interviews with Northern Chinese students attending Thai higher education institutions. The interviews continued until data saturation was reached, ensuring an in-depth exploration of the participants’ narratives. A three-step thematic analysis was applied to examine the relationships between transnational educational policies, cross-cultural adaptability, and institutional support, as well as to investigate the mediating effects of cultural competence training and social support. The study’s findings reveal the significant influence of transnational educational policies on the cross-cultural adaptability of Northern Chinese students. The research uncovers the intricate relationships between policies, cultural competence training, social support, and institutional assistance. By analysing the participants' narratives, the study provides empirical insights into how policies are translated into tangible outcomes, impacting students' capacity to adjust to and navigate a new cultural and academic environment. This research adds to the existing literature by offering 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 identifying the mediating roles of cultural competence training and social support. The significance of the study lies in its potential to inform policymakers, educators, and institutions on how to foster more inclusive and supportive environments for international students. By emphasising the unique perspectives of Northern Chinese students, this study enriches the literature on transnational higher education, cultural competence, and student support, and offers a foundation for future research in diverse cultural and educational settings.