This digital poster illustrates how theoretically-grounded dialogic discourse pedagogy significantly reduced academic integrity breaches while building authentic learning confidence that addresses over-reliance on GenAI tools in management education. Drawing on Nystrand et al.’s (2003) dialogic discourse framework and García-Carrión et al.’s (2020) evidence that dialogic approaches enhance student confidence, this pedagogical approach combined flipped classroom methodology with structured dialogic activities including think-pair-share frameworks, role-playing exercises, and scaffolded assessment tasks. Students worked on assessment components during class time through collaborative dialogic engagement, receiving immediate peer and instructor feedback before individual submission. Implementation in a large-cohort management course revealed dramatic improvements in academic integrity outcomes. Academic integrity breaches reduced to approaching zero, compared to previous traditional teaching approaches. Student attendance improved significantly, with enhanced engagement in classroom discussions and increased confidence in analytical capabilities. Assessment submissions became more authentic and personalized, clearly reflecting students’ own critical thinking. This pedagogical approach addresses some of the root causes of academic misconduct: student disengagement, lack of confidence, and disconnection from authentic learning through sustained classroom dialogue. As Bretag et al. (2014) argue, academic integrity is fundamentally a pedagogical issue. The dialogic discourse creates learning experiences that cannot be replicated by AI tools, offering a practical, scalable solution to academic integrity challenges.