Artificial intelligence (AI)–supported tools are increasingly integrated into online learning environments to promote self-regulated learning (SRL), a critical competency for success in learning. Although recent research has investigated the potential of AI to guide and scaffold SRL processes, a systematic understanding of how AI technologies are adopted and how effectively they support learners remains limited. To address this gap, we conduct a systematic review of empirical studies published between 2020 and 2025 that examined AI-supported SRL in online settings. We systematically analyze studies across several dimensions: (a) types of AI technologies adopted (e.g., predictive modeling, natural language processing, intelligent tutoring systems, conversational agents), (b) functions served (e.g., feedback generation, adaptive support, performance prediction, scaffolding), (c) learning subjects supported, and (d) types of activities facilitated. We further map how these interventions align with specific SRL processes, such as goal setting, planning, monitoring, strategy use, reflection, and motivation regulation. Our analysis highlights which aspects of SRL are currently supported by AI versus those less developed. Evidence of intervention effectiveness is also reported. Findings shed light on how AI applications can be aligned with established SRL theory to provide support that empowers learners in developing their SRL skills. We conclude with recommendations for future research on the use of AI to advance SRL in online learning environments.