The OER implementation and use depends on many factors, both intrinsic and extrinsic, from those who use them. Developing countries have their own characteristics that affect the implementation of open educational resources.
You raised an important topic. I think the attitude and mindset of Global North to help Global South is critical in ensuring quality considerations and responding to emerging sudden problems. I think it is vital that people in developing countries could utilize knowledge the same way as people in developed countries. This is a key aspect when mitigating the risks of COVID-19 pandemic:
1) Zhang, X., Tlili, A., Shubeck, K. et al. Teachers’ adoption of an open and interactive e-book for teaching K-12 students Artificial Intelligence: a mixed methods inquiry. Smart Learn. Environ. 8, 34 (2021). https://doi.org/10.1186/s40561-021-00176-5 Open access: Article Teachers’ adoption of an open and interactive e-book for tea...
2) Huang, R., Tlili, A., Chang, TW. et al. Disrupted classes, undisrupted learning during COVID-19 outbreak in China: application of open educational practices and resources. Smart Learn. Environ. 7, 19 (2020). https://doi.org/10.1186/s40561-020-00125-8 Open access: Article Disrupted classes, undisrupted learning during COVID-19 outb...
OER as per it's nomenclature in 'Open' in nature. So irrespective of the Developing or a Developed country, it has to be used judiciously in academia. Many a times OER are not well fitting into the needs of a specific filed of studies or students. So they are just good be used as a suppliment to the structured content prescribed by specific institution.