Exploratory learning before instruction has been effectively employed in STEM education to promote deeper conceptual understanding. However, its application to sociopolitical reasoning is underexplored. This research investigated whether exploratory learning can mitigate biased information processing, fostering more reflective evaluation of counter-attitudinal sociopolitical information. We examined how the order in which participants engaged with exploratory (data table) versus directly persuasive (verbal message) stimuli influenced the strength and confidence in sociopolitical beliefs. Participants reported increased support for positions they had initially opposed, and to large effect, regardless of stimuli order. However, an interaction of time and order on confidence levels hinted at potential metacognitive benefits for participants who explored first. Exploratory learning may be less beneficial in the context of sociopolitical decision making—at least when individuals are likely to update their beliefs anyway. However, exploratory learning might impact individuals’ metacognition when the messenger contradicts their political position.