Language teaching at university level has digitalized at an exponential rate both in Finland and around the world, particularly since the onset Covid-19 and the consequent lockdowns. In Finland, which has a network of language centres situated at all its universities, consistent efforts have been made to assist and facilitate this process in order to promote good digital pedagogical practices. One such project was the 2digi project (2017–2019) which created a wealth of resources to help teachers transition from the traditional classroom to digitally enhanced teaching. This included help with digital literacy, the creation of digital self-evaluation tools for teachers and students and a framework for a digital portfolio. The 2digi2 project continued where 2digi left off and focused on four key areas in which teachers had indicated they needed the most support: learning objectives, generic skills, special needs and relationship building all from a digital perspective. This article charts the development of the 2digi2 project. It begins with the inception of 2digi2 as a continuation of the 2digi project, through the formation of a working group to guide the project, the creation of four thematic groups and the resulting website of resources that are now available in three languages. The article is mostly descriptive in nature, but it is grounded in the latest literature and shows how the literature guided the final products of each group. Each part of the project will be analyzed in order to give an overview and understanding of 2digi2.