The Canadian Armed Forces employ 68,000 military members, categorized into two distinctive groups: the officers, who hold university degrees, and the technicians, who are qualified for one of 65 trades. Upon recruitment, these technicians complete basic military training and vocational training to perform common tasks and specialized roles. Then, they engage in professional development activities to assume increasing leadership responsibilities based on their potential for career progression. As such, the intermediate, advanced, and senior leadership programs offered by one of the three military colleges in Canada aim to develop knowledge and competencies for the technicians to attain the highest standards of the Profession of Arms. Among the topics covered in these programs is the Military Ethos with its six values that all military personnel are expected to exhibit on and off duty: loyalty, integrity, courage, excellence, inclusion, and accountability. This chapter will present a reflection on the value of integrity from an academic perspective, when military technicians take part in vocational training and professional development programs. We will first discuss how academic integrity is addressed by military institutions delivering vocational training and professional development programs. Next, we will compare the definitions of integrity developed by the Canadian Armed Forces and the International Center for Academic Integrity (ICAI). Finally, we will explore future considerations for integrating artificial intelligence (AI) and its impact on academic integrity in the Canadian Armed Forces education and training framework.