Doctoral students require scientific writing skills and appropriate learning media assistance to meet publication requirements in distinguished journals. This investigation evaluates the efficacy of Moodle and OJS in teaching dissertation proposals, based on the experiences of engineering doctoral students, to provide suggestions for the optimal platform. The study examining the efficacy of the OJS-based learning model for developing dissertation proposals as compared to Moodle for engineering doctoral students revealed varying results based on the statistical methodology used by UEQ. While the Comparison of Scale Means indicated OJS to be superior across all scales, the Two-Sample T-Test established significant differences solely on a few scales. While the OJS learning model may have a higher mean value, its superiority across all aspects of UEQ cannot be assumed. To enhance student learning experience, outcomes, and the learning model itself, optimization of all UEQ scales is imperative in the OJS-based approach to dissertation proposal development.