<p>Guided by Bronfenbrenner’s bioecological model, this study examines the ecological factors influencing academic success among African postgraduate students in Chinese universities. It focuses on how macro-policy support, institutional quality, and pedagogical processes impact academic productivity and employability. Data from 574 students across 28 institutions were analysed using structural equation modelling to explore both direct and indirect effects. The results show that macro-policy support improves institutional responsiveness and pedagogical quality, although bureaucratic rigidity can reduce these benefits. Institutional quality serves as a crucial link, positively affecting supervision and teaching, while pedagogical quality directly enhances research output and employment prospects. Language support and culturally responsive supervision are key in helping students turn policy opportunities into tangible results. Overall, the findings suggest that macro-policy efforts alone are not enough; institutional capacity and pedagogical quality are essential for translating national strategies into student success. The study recommends mobility programs that include governance reforms, industry collaborations, and integrated language support, as well as longitudinal research to examine ecological changes over time.</p>