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Academic ethics and integrity are necessary elements of quality education. The need for academic integrity education on campuses has been well documented (Bertram Gallant, 2008, 2020; Bertram Gallant & Drinan, 2008; Liebler, 2009; McCabe, Butterfield, & Trevino, 2004). Academic integrity is a cornerstone of the learning process. Higher education institutions have the opportunity to promote academic integrity and prevent academic misconduct on campus by providing clear guidelines, equitable resolutions, and student and faculty engagement. A contextual review examined the components of academic integrity education from the perspectives of faculty and students to explore the complexity of academic integrity. In all, a review of 39 articles elucidate characteristics of students exhibiting academically dishonest behaviours, best practices in prevention, and current challenges to preventing academic misconduct and promote academic integrity. The resulting conceptualization reveals a change in academic integrity education over time, including policy revisions and the role of stakeholders. Recommendations for higher education leaders include increased student engagement, increased opportunities for part-time faculty to share and disseminate ideas, demonstrated student learning, and a clear policy and shared mission. This study adds to the body of knowledge of academic integrity research, namely the promotion of academic integrity and prevention of academic misconduct.