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Online instruction through a flipped classroom approach has continued to gain popularity in recent years. Engaging learners' attention in achieving learning outcomes while they embrace the flexibility of online learning via flipped classroom remains an important topic among educators, educational institutions, and society. Studies have found that students who are equipped with self-regulated learning strategies thrive in such learning environments. The present study describes and analyses the state of research in self-regulated learning strategies and their association with the flipped classroom based on the review of articles published in Q1 and Q2 journals from 2016 to the middle of 2021. The systematic review is guided by instructions in PRISMA, where 32 scientific texts from four search databases, which are Science Direct, Scopus, ERIC, and ProQuest, were reviewed. The key findings present the effects of selfregulation on both academic and non-academic outcomes, as well as factors that influenced the outcomes. The findings also revealed six preferred methods to measure self-regulated learning in a flipped classroom, specifically through self-report questionnaires, being the most preferred approach followed by learning analytics, interviews, think-aloud protocols, reflective documents, and observation. Furthermore, the potential future areas of study as proposed by the review articles were detailed as prospect references. In conclusion, it is highly recommended for educators and future studies to integrate the essential characteristics of flipped learning as pointed out by the four pillars (F-L-I-P), which are: flexible environment, learning culture, intentional content, and professional educator. Ultimately, this warrants the successful integration of the flipped classroom into learning and facilitates the development of selfregulated learning strategies.

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