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Smart learning is an important part of smart city construction. However, limited studies are found on smart learning in smart cities. Relying on smart devices and intelligent technologies is not sufficient. A smart city must develop 21st century skills to promote quality learning. Self-regulation is evidently one of the vital 21st century competencies as it helps individuals master their own learning process. The purpose of this paper is to provide a descriptive analysis on the use of self-regulated learning strategies (SRLS) in online learning (E.g time management, critical thinking, self-monitoring, task value beliefs, etc..). A total of 107 young adults were purposively selected to examine their use of SRLS in online learning through a quantitative research design. Results revealed that level of SRLS among students are found to be generally in the middle range. It was also identified that, female students uses more learning strategies than male students. Since respondents are average and high achievers, results show high achievers use more SRLS. This paper is able to provide a clearer picture about conducting future studies on smart learning in a smart city which is a key contemporary learning method