國人與大陸（含港澳）或東南亞各國人民結婚所生子女，因被送往父或母之原生地受教育一段期間，再回到臺灣受教育所發生的學習落差、生活適應或文化差異等問題，在教學實務上通稱為「跨國銜轉」問題。過往各學習階段教師的培育課程裡，缺乏針對此類議題的專業知能養成訓練。當上述學生進入臺灣教育體系後，將使教學現場的中小學教師及行政人員面臨課業和生活輔導適應重重阻礙的跨國銜轉學生問題，頓時造成大部分學校有窒礙難行的窘境。然跨國銜轉學生所面臨的學習困境需要教育主管機關、學校和家長共同協助，尤其教育主管機關或學校現場如能充分掌握既存資源並善加運用，視校園存在的跨國銜轉學生為一種學校全球化的象徵，投注適當資源給予因跨國境因素而產生差異的孩子，跨國銜轉學生的文化多樣背景將是塑造校園多元環境的重要元素。

Children born to Taiwanese people who married with mainlanders, or southeast Asian people, are usually sent to China or the southeast countries to get education for a period of time. When they get back to Taiwan to continue their education, disparities of learning, life adjustment and cultural differences would cause difficulty which is called ‘transnational connection’ issues in the teaching practice. Past training classes for future teachers were lack of this kind of professional knowledge and capability cultivation. Thus, the above-mentioned home-coming students enter into the local educational system and their adjustment issues occur gradually, both teachers and administrators would fall into a difficult situation without knowing how to handle them appropriately. Nevertheless, what the problems and issues those transnational studying students encounter need the cooperation of educational executive institutions, schools and parents. Especially the executive units and schools should make good use of already-possessed resources, and view the transnational studying as a global phenomenon, willing to invest suitable resources for the children who are struggling with difficulties, also understand that the multi-cultural background of students will be important elements to make campus more culturally diverse.