This study investigates the adaptation and validation of Turkey’s Cognitive Style and Learning Style Inventories, highlighting cultural and educational impacts on cognitive and learning styles. By utilising SPSS and the Multidimensional Item Response Theory via R programming, this study assesses these tools among the 185 Turkish participants. A key finding is the prevalence of a split cognitive style among participants, suggesting the Turkish educational system’s influence in fostering a blend of systematic and intuitive thinking rather than distinct cognitive styles. Challenges with specific learning style items (4 and 9) indicate a need for revision to enhance the inventory’s accuracy. This study affirms the utility of cognitive and learning style inventories in identifying learning and cognitive styles, offering insights into educational strategies tailored to diverse learner needs.