Academic integrity is important, not just in the university setting but beyond, as students graduate and move into professional fields. Discrepancies in the understanding of what constitutes academic dishonesty exist between institutional policies, discipline areas and individual educators, which creates challenges for students trying to uphold academic integrity. We examined the student perspective and understanding of academic integrity in the context of subject-specific assessment. Three sequential online academic integrity modules were presented in a large first-year biology subject (n = 631). Modules consisted of scenarios describing academic dishonesty in subject-specific assessment. Students received feedback which also highlighted the importance of academic integrity in future professions and were surveyed at the end of the semester. Students clearly identified examples of cheating, fraud and contract cheating. However, they did not recognise collusion when it happened with close and social contacts. Most students felt confident that they could apply their newly acquired knowledge of academic integrity in their future studies and professions. This study showed that the use of contextual and carefully curated subject-specific scenarios can create more knowledgeable and confident students who can successfully approach assessment with integrity. Additionally, it is important to make explicit to students what is deemed collusion in subject-specific contexts.