<p>The issue of educational equity in STEM education is a significant concern. This study aims to provide an example within the Chinese context. The CSTEM framework, which focuses on project-based learning within engineering design, was developed by the Beijing Normal University Team and is empirically examined in this study. The implementation of the CSTEM programme was explored using a qualitative approach that included thorough classroom observations, peer assessments using two rubrics, and interviews with participating teachers. The findings indicate that the CSTEM parade float programme can be effectively implemented to enhance students’ communication, collaboration, creativity, and critical thinking skills in a rural minority school. Through peer assessment, students not only evaluated their 4C skills but also strengthened and further developed these skills during the process. However, there are challenges to implementing the CSTEM parade float project, including a disconnect between the project theme and the rural educational context, insufficient key training content during the seminar, and the time constraints and workload pressures faced by teachers. The interviewed teachers also raised their concerns about the sustainability of STEM projects in rural settings. While CSTEM shows promise in advancing STEM education in rural areas, its benefits currently reach only a limited group of stakeholders. To provide greater opportunities for teachers and students in underdeveloped regions to engage in STEM education, it is crucial to address the challenges of implementing STEM activities on a larger scale. This will require systematic consideration and innovative solutions. </p>