The term ‘academic integrity’, typically associated with Higher Education in Australia due to its regulatory requisites imposed by the Tertiary Education Quality and Standards Authority (TEQSA), has an often-overlooked relevance in the Vocational Education and Training (VET) context. Governed by the Australian Skills Quality Authority (ASQA), the VET sector requires evidence of ‘authenticity’ in all assessments, effectively calling for standards of integrity similar to those of Higher Education. The word ‘academic’ is often perceived as being reserved for Higher Education, therefore, a cultural shift was required to fully embrace academic integrity in a context where skill demonstrations and apprenticeships are prevalent. This chapter details Technical And Further Education New South Wales (TAFE NSW) proactive approach to embedding academic integrity, addressing misconceptions, and building a shared culture of academic integrity across the institution. Organisational change through collaborative, boundary-spanning techniques forms the basis for academic integrity strategy. The emergence of generative artificial intelligence (genAI) technologies was pivotal to enhancing stakeholder engagement with academic integrity. By outlining the strategies and adaptations specific to the VET context, this narrative aims to inspire other VET institutions and polytechnics to strengthen their academic integrity frameworks, ensuring alignment with local regulations and the evolving technological environment.