This study examined the effects of introducing a Genuine Progress Indicator (GPI) in global education at the university lesson. The indexes of GPI were organised using dashboard indexes of the United Nation's Sustainable Development Goals (SDGs). Data on the students' impression and evaluation scores of their reports were compared. It was found that students felt a sense of positive familiarity and considered all subtopics important, and GPI could be introduced at the same level of learning difficulty as SDG dashboard indexes. The GPI functioned as a catalyst to understand world issues regardless of students' prior knowledge and experiences.