This research addresses the challenges faced by Ph.D. students in academic publishing by introducing a Personal Learning Environment-based writing for publication (PLE-WfP) platform. Developed and tested over ten months with thirteen Year 1 Ph.D. students, the platform guides students through individual, group, and submission stages, providing personalized assistance, collaborative opportunities, and financial support. Participants strongly preferred the platform's personalized support over traditional methods, highlighting its relevance, adaptability, promptness, and thoroughness. The study emphasizes the importance of emotional and financial support alongside cognitive and technical assistance.
