In 2017, the Systems Thinking Into Chemistry Education (STICE) project proposed a systems thinking approach for (post)-secondary education in general chemistry education. Chemistry education has largely relied on a reductionist approach, which involves studying a complex topic as the sum of its parts. A reductionist approach is beneficial in increasing our knowledge of the natural world, however, it is insufficient in tackling global issues—sustainability, climate change, pollution, poverty, etc. Due to the limitations of a reductionist approach, researchers are suggesting a complementary systems thinking approach in chemistry education. A systems thinking approach involves learning concepts with a holistic perspective, allowing chemistry students to think critically about how chemistry relates to larger, societal issues. Researchers believe that a reductionist approach, complemented by a systems thinking approach, can produce global-minded chemists.