Renowned astronomer Neil deGrasse Tyson once remarked, “There’s no shame in admitting what you don’t know. The only shame is pretending you know all the answers” (Goodreads, Neil deGrasse Tyson Quotes, 2024). Being open and upfront about what one doesn’t know is central to the integrity of academic work. However, in the contemporary university, where information perpetually expands, the pressure academics feel to be perceived as experts can impede intellectual honesty. In this chapter, we first highlight the advantages of recognising gaps in our knowledge. We then introduce the concept of scope of competence, typically utilised in professional fields, to encourage academics to openly acknowledge and address the things they do not (yet) know. Reflective practices, seeking feedback, mentorship, and interdisciplinary collaboration are presented as strategies to assist academics to identify and broaden their scope of competence. Next, we describe how demonstrating intellectual and cultural humility can help academics promote honesty and transparency, foster open communication, and create an environment conducive to collaboration in academic settings. Finally, we argue that being honest and upfront about what we do not (yet) know is an essential component of the scientific process. The very nature of scientific inquiry involves posing questions, exploring phenomena, and sharing results to address identified gaps in knowledge. We describe how engaging in the scientific process can promote honesty and humility by encouraging academics to approach their work with an open mind, recognise the limitations of their current knowledge, and be willing to revise their beliefs in response to new evidence or perspectives.